1. Is 3-1-3 mainly a recruiting technique for the college?
We who work with the 3-1-3 program are outspoken in our belief that this opportunity is not for every student, not even every student who qualifies. Beginning with the informational meeting held each February, we stress the demands of the program and we always include currently enrolled 3-1-3 students in this meeting who clearly outline the drawbacks as well as the positives of 3-1-3. We see 3-1-3 as a choice for some highly self-motivated students to consider rather than as a product we are selling. We believe such a choice is especially important in an area where the high schools are relatively small and students have had little opportunity to gain experience in a large, relatively decentralized educational institution before they move into the college setting.
2. Why does the college give credit for high school courses; aren't they much easier than most college courses?
There is no question many high school courses are very demanding. In fact, the content of the fourth year of math and science in the high school is quite similar to that of college introductory courses in math and science for non-majors. Indeed, relative difficulty isn't truly the issue. Attending courses with other college students, successfully assimilating information in the total college milieu sends 3-1-3 students into their full-time college years with a powerful set of skills and a sense of competence, of knowing they can succeed, which cannot be earned any other way.
3. Why shouldn't students in high schools with Advanced Placement classes simply remain in their high school and take these classes for college credit?
3-1-3 certainly is not a replacement for A.P. courses nor are A.P. courses a substitute for the total 3-1-3 experience. In fact, the majority of 3-1-3 students from schools which offer A.P. courses are enrolled in both on-campus classes and A.P. classes at their high school. While such a combination depends on the individual school's ability to schedule A.P. classes grouped in either the morning or afternoon, It is a very powerful combination for students who earn a score of at least 3 on the A.P. exam.
4. Won't participating in 3-1-3 rob a student of the chance to be a part of his/her high school during the senior year?
After more than twenty years, the program continues to offer local high school seniors the opportunities of a college experience with the support of their family and high school.
Certainly time management is one of the most important skills which 3-1-3 students polish, but our recently begun 3-1-3 scrapbook of clippings from the local paper already shows program students to be among the most active and successful athletes, journalists and musicians in their schools. Again, one of the prime purposes of doing the scheduling of college courses in the home schools, in close conjunction with high school guidance counselors, is to create as much flexibility for each student as possible. Indeed, this focus on the individual 3-1-3 student may be one of the program's most important strengths.
5. What is a typical schedule for a 3-1-3 student?
The answer is, the typical 3-1-3 student is unique in his/her schedule and his/her life and the program attempts to address each one's needs individually.
For example, there are many college courses available to 3-1-3 students which are not offered in any high school and which allow a 3-1-3 student to explore interests and examine potential majors while earning credits. 3-1-3 students take, for example, courses in philosophy, advanced language conversation, psychology, theater arts, advanced computer science, creative writing and music theory, among many others.