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AP ExamUC A-G · Section GUC Honors · +1.0 GPAMay 6, 2026
AP Psychology
Unlock the Mind
AP Psych: The Science of Mind and Behavior
The most comprehensive agentic AP Psychology course. From neurons to social influence — master all 9 units, ace every FRQ type, and score a 5 — guided by Dr. Jordan Reeves and SofAI.
Start with Dr. Reeves AP Resources
Enroll in This Course
Duration1 Year
Credits10
DeliveryRemote / Hybrid / In-Person
UC SectionG – College-Preparatory Elective
Honors GPA+1.0 weighted point
No commitment until admissions confirms your placement.
5
Score Target
Exam: May 6, 2026
Exam Blueprint
Four Section Types · MC + FRQ
🔵
Multiple Choice
Section I · 100 Questions
66.7%70 min100 questions
- › 100 questions covering all 9 AP Psych units — about 11 questions per unit
- › ~70% application (scenario-based), ~30% definitional recall
- › 4 answer choices — no penalty for guessing
Score 5 Tip: At 42 seconds per question, you cannot dwell. Mark any question you're unsure of, skip it, and return. For scenario questions: identify the PSYCHOLOGICAL CONCEPT first, then match to answer choices — not the other way around.
🟣
Concept Application FRQ
Section II · FRQ 1
~21%25 min1 FRQ
- › A realistic scenario about a person (often named) in an everyday situation
- › Must apply 7-10 specific psychological concepts to the scenario
- › Each concept earns 1 point IF: defined + correctly applied to the scenario
Score 5 Tip: Format your answer as numbered responses: '1. [Concept]: [Definition]. In Carlos's case, [specific application to the scenario text].' Never leave out the connection to the scenario — that's the difference between 0 and 1 point per item.
🟠
Research Design FRQ
Section II · FRQ 2
~12%25 min1 FRQ
- › Design a psychological experiment or interpret an existing study
- › Must identify: hypothesis, independent/dependent variables, control/experimental groups, operational definitions
- › May also ask about statistics (mean, standard deviation), research ethics, or alternate explanations
Score 5 Tip: Always define the independent variable as what you CHANGE and the dependent variable as what you MEASURE. Include operational definitions — don't just say 'stress,' say 'stress measured by self-reported scores on a 10-point scale.'
🟡
Content Mastery — 9 Units
All Units (balanced weighting)
~100% of MC70 min total~11 questions per unit
- › Unit 1: Science of Psychology (5-7%): research methods, statistics, ethics
- › Units 2-3: Biological Bases and Sensation (10-15%): neurons, brain, perception
- › Units 4-7: Learning, Cognition, Development, Motivation (35-50%)
- › Units 8-9: Clinical and Social Psychology (25-30%)
Score 5 Tip: Don't skip any unit — the exam tests all 9 equally. The most commonly missed units are Biological Bases (confusing brain regions) and Social Psychology (misunderstanding attribution errors). Study those hardest.
Score Distribution (2024)
Where Students Land
~300,000 students take AP Psychology annually. Strong test-takers often surprise themselves here — the MCQ rewards rapid recall and application speed.
5
Extremely Qualified
← Your target17%
4
Well Qualified
26%
3
Qualified
22%
2
Possibly Qualified
19%
1
No Recommendation
16%
Score 5 Roadmap
Your point targets for the May 6 exam
🔵
MC Target: ≥ 80% (~80 of 100 correct in 70 min)
🧠
Concept Application FRQ: Apply ALL listed concepts — never skip one
🔬
Research Design FRQ: Operationally define EVERY variable
⏱️
Pacing: 42 seconds max per MCQ — flag and return, never dwell
CollegeBoard CED Aligned
Nine AP Psychology Units
🔬UNIT 15-7%Science of Psychology
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UNIT 15-7%
Science of Psychology
Key Topics
- Research methods: experimental, correlational, case study, naturalistic observation, survey
- Key concepts: hypothesis, independent/dependent/confounding variables, random assignment
- Statistical concepts: mean, median, mode, standard deviation, normal curve
- Ethics: IRB, informed consent, debriefing, confidentiality
- Bias: confirmation bias, hindsight bias, experimenter bias, sampling bias
Key Terms
operational definition
specific, measurable description of a variable
confounding variable
uncontrolled variable that affects the dependent variable
random assignment
randomly placing participants into conditions — eliminates confounding
correlation coefficient
measure of relationship strength (-1 to 1)
informed consent
participants must know risks before agreeing to participate
statistical significance
results unlikely to be due to chance (p < 0.05)
FRQ Practice Prompt
A researcher wants to test whether listening to Mozart improves math scores. (a) Write a testable hypothesis. (b) Identify the IV, DV, and one potential confounding variable. (c) Explain how random assignment would help control confounding. (d) A correlational study finds r = 0.65 between Mozart listening and math scores. Can we conclude Mozart causes better math performance? Explain using research methodology.
Practice with Dr. Reeves →
🧠UNIT 28-10%Biological Bases of Behavior
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UNIT 28-10%
Biological Bases of Behavior
Key Topics
- Neurons: structure (dendrites, axon, myelin), action potential, all-or-none law
- Neurotransmitters: dopamine, serotonin, acetylcholine, GABA, glutamate — functions and related disorders
- Brain structures: medulla, cerebellum, limbic system (amygdala, hippocampus), cerebral cortex, lobes
- Nervous system divisions: CNS vs. PNS; sympathetic vs. parasympathetic
- Brain research methods: EEG, fMRI, PET scan, lesion studies
Key Terms
action potential
electrical signal traveling down the axon when threshold is reached
synapse
gap between neurons where neurotransmitters are released
dopamine
neurotransmitter linked to reward, motivation, and movement
hippocampus
brain structure critical for forming new long-term memories
amygdala
brain structure that processes fear and emotional memories
neuroplasticity
brain's ability to change and reorganize based on experience
FRQ Practice Prompt
Carlos is in a car accident and suffers damage to his hippocampus. Predict TWO specific effects on his behavior. Then: his amygdala is also affected. Predict how this might change his emotional responses. Finally, explain what brain imaging technique a doctor might use to assess which areas are still active, and why that method is appropriate.
Practice with Dr. Reeves →
👁UNIT 36-8%Sensation and Perception
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UNIT 36-8%
Sensation and Perception
Key Topics
- Transduction: converting physical stimuli to neural signals
- Signal detection theory and sensory thresholds (absolute, difference)
- Perceptual organization: Gestalt principles (figure-ground, proximity, continuity, closure)
- Perceptual constancy, depth perception (monocular/binocular cues)
- Top-down vs. bottom-up processing; perceptual set and schemas
Key Terms
transduction
converting physical energy (light, sound) into neural signals
absolute threshold
minimum stimulus intensity detectable 50% of the time
difference threshold (JND)
minimum change in stimulus detectable 50% of the time
perceptual constancy
perceiving objects as stable despite changing sensory input
top-down processing
using prior knowledge and expectations to interpret sensory information
bottom-up processing
building perception from individual sensory elements up
FRQ Practice Prompt
Maya is driving in fog and suddenly sees the outline of a deer. (a) Explain how top-down processing vs. bottom-up processing contributed to what she perceived. (b) A highway engineer is designing warning signs. They want to know the minimum brightness needed for drivers to detect signs 50% of the time at night. What psychological concept is this? (c) Describe TWO monocular cues Maya might use to judge the deer's distance.
Practice with Dr. Reeves →
💤UNIT 42-4%States of Consciousness
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UNIT 42-4%
States of Consciousness
Key Topics
- Sleep stages: NREM (Stages 1-3) and REM sleep; sleep cycles (~90 min)
- Sleep disorders: insomnia, narcolepsy, sleep apnea, REM sleep behavior disorder
- Hypnosis: social influence theory vs. dissociation theory
- Psychoactive drugs: depressants, stimulants, hallucinogens — mechanism and effect
- Drug tolerance, withdrawal, dependence, addiction
Key Terms
REM sleep
rapid eye movement sleep — dreaming occurs; brain active, body paralyzed
circadian rhythm
internal 24-hour biological clock regulating sleep-wake cycle
narcolepsy
disorder of sudden uncontrollable sleep episodes during waking hours
tolerance
need for more of a drug to achieve the same effect
depressants
drugs that slow CNS activity (alcohol, barbiturates, opioids)
hallucinations
perceptions without external stimulus
FRQ Practice Prompt
A student stays up for 48 hours before a final exam. (a) Describe what happens to their REM sleep patterns during this extended wakefulness. (b) After the exam, they 'crash' and sleep 12 hours. Explain 'REM rebound' and predict what their first sleep cycle would look like. (c) They drink 3 energy drinks during the study session. Name the drug class, the primary neurotransmitter affected, and TWO short-term effects.
Practice with Dr. Reeves →
📚UNIT 57-9%Learning
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UNIT 57-9%
Learning
Key Topics
- Classical conditioning (Pavlov): US, UR, CS, CR; extinction, spontaneous recovery, generalization, discrimination
- Operant conditioning (Skinner): reinforcement (positive/negative), punishment (positive/negative), schedules
- Observational learning (Bandura): Bobo doll study, vicarious reinforcement, modeling
- Cognitive maps, latent learning (Tolman), learned helplessness (Seligman)
Key Terms
conditioned stimulus (CS)
previously neutral stimulus that triggers conditioned response after pairing
negative reinforcement
removing an unpleasant stimulus to INCREASE behavior (≠ punishment)
operant conditioning
learning based on consequences: reinforcement increases, punishment decreases behavior
variable ratio schedule
reinforcement after unpredictable number of responses — most resistant to extinction (e.g., gambling)
observational learning
learning by watching others (Bandura); requires attention, retention, reproduction, motivation
learned helplessness
belief that one has no control over outcomes, leading to passivity
FRQ Practice Prompt
Scenario: A dog named Rex was bitten by a bee while playing fetch. Now Rex refuses to go near the backyard where this happened, even though the bee is long gone. (a) Identify the US, UR, CS, and CR in this scenario. (b) Rex's owner slowly desensitizes Rex by approaching the backyard gradually with treats. What conditioning process is occurring? (c) Rex also refuses to go near ANY outdoor space, even parks. What classical conditioning concept explains this? (d) How could negative reinforcement (not punishment) be used to encourage Rex to re-enter the backyard?
Practice with Dr. Reeves →
💭UNIT 613-17%Cognition
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UNIT 613-17%
Cognition
Key Topics
- Memory: encoding (effortful vs. automatic), storage (sensory, STM, LTM), retrieval
- Memory models: Atkinson-Shiffrin multi-store, Baddeley's working memory
- Forgetting: encoding failure, decay, interference (proactive vs. retroactive), motivated forgetting
- Problem solving: algorithms, heuristics, mental set, functional fixedness
- Language: Whorfian hypothesis, language acquisition, Chomsky's LAD
Key Terms
long-term potentiation
strengthening of synaptic connections with repeated use — neural basis of memory
proactive interference
old memories interfere with learning NEW information
retroactive interference
new learning interferes with recall of OLD memories
availability heuristic
judging likelihood based on how easily examples come to mind
confirmation bias
seeking information that confirms existing beliefs
chunking
organizing information into meaningful units to increase STM capacity
FRQ Practice Prompt
Concept Application: A student (Priya) studied French for 3 years and is now learning Spanish. She keeps saying French words when trying to speak Spanish. (a) What type of interference is Priya experiencing? (b) She also struggles to remember French vocabulary she knew before. What type of interference is this? (c) Priya uses a mnemonic device to remember Spanish verb conjugations. Explain what mnemonic device she might use and how it works based on encoding principles. (d) Priya's Spanish teacher asks her to recall the word for 'butterfly.' She can't recall it, but recognizes it immediately when shown a list. Distinguish between recall and recognition memory.
Practice with Dr. Reeves →
👶UNIT 77-9%Developmental Psychology
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UNIT 77-9%
Developmental Psychology
Key Topics
- Prenatal development and teratogens
- Piaget's stages: sensorimotor, preoperational, concrete operational, formal operational
- Vygotsky: zone of proximal development (ZPD), scaffolding, social learning
- Attachment: Ainsworth's strange situation (secure, insecure-avoidant, insecure-anxious)
- Erikson's 8 stages of psychosocial development; Kohlberg's moral reasoning levels
Key Terms
object permanence
understanding that objects exist even when out of sight (develops ~8 months, Piaget)
conservation
understanding that quantity remains constant despite changes in appearance (concrete operational)
zone of proximal development
Vygotsky: gap between what a learner can do alone vs. with guidance
secure attachment
uses caregiver as base; explores confidently; distressed when caregiver leaves
egocentrism
Piaget: inability to take another's perspective (preoperational stage)
theory of mind
understanding that others have different mental states from your own
FRQ Practice Prompt
A 4-year-old child (Mia) watches her mother pour juice from a tall thin glass into a short wide glass. Mia insists the tall glass has more juice. (a) Which Piagetian stage is Mia in? (b) What concept has Mia not yet mastered? (c) How would Vygotsky explain how a parent could help Mia understand conservation, using the ZPD? (d) Mia believes the stuffed animal on her bed feels sad when she leaves — what Piagetian concept describes this?
Practice with Dr. Reeves →
🏥UNIT 820-25%Motivation, Emotion, Personality and Clinical Psychology
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UNIT 820-25%
Motivation, Emotion, Personality and Clinical Psychology
Key Topics
- Motivation theories: Maslow's hierarchy, drive-reduction, arousal theory, self-determination
- Emotion theories: James-Lange, Cannon-Bard, Schachter-Singer two-factor theory
- Major disorders: anxiety, OCD, PTSD, major depressive, bipolar, schizophrenia, personality disorders
- Therapies: psychoanalytic, humanistic, cognitive-behavioral (CBT), biomedical (medications, ECT)
- Personality theories: Freud's psychoanalytic, trait theories (Big Five), humanistic (Rogers)
Key Terms
hierarchy of needs (Maslow)
physiological → safety → love/belonging → esteem → self-actualization
two-factor theory (Schachter-Singer)
emotion = physiological arousal + cognitive label
cognitive-behavioral therapy (CBT)
therapy targeting dysfunctional thoughts and behaviors
positive reinforcement therapy
rewarding desired behaviors to increase their frequency
antipsychotics
medications that block dopamine receptors to reduce schizophrenia symptoms
Big Five personality traits
OCEAN: Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism
FRQ Practice Prompt
Alex is experiencing persistent sadness, loss of interest, sleep disruption, and difficulty concentrating for 3 months. (a) Identify the disorder and explain TWO biological and TWO cognitive factors that may contribute. (b) Describe how a cognitive-behavioral therapist would treat Alex — include both the cognitive and behavioral components. (c) A psychiatrist recommends an antidepressant. Explain the mechanism by which SSRIs would address Alex's symptoms at the neural level. (d) According to Maslow, what level of the hierarchy is Alex struggling to meet?
Practice with Dr. Reeves →
👥UNIT 98-10%Social Psychology
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UNIT 98-10%
Social Psychology
Key Topics
- Attribution theory: dispositional vs. situational; fundamental attribution error
- Conformity (Asch), obedience (Milgram), compliance techniques (foot-in-the-door, door-in-the-face)
- Social facilitation and social loafing; bystander effect and diffusion of responsibility
- Attitudes: formation and change; cognitive dissonance; persuasion (central vs. peripheral route)
- Prejudice, stereotyping, discrimination; in-group bias, out-group homogeneity, just-world hypothesis
Key Terms
fundamental attribution error
overestimating dispositional factors and underestimating situational factors in others' behavior
cognitive dissonance
discomfort from holding conflicting beliefs or behaviors — motivates attitude change
bystander effect
less likely to help when others are present due to diffusion of responsibility
conformity
adjusting behavior to match group norms — studied by Asch with line experiment
social loafing
individual effort decreases when working in a group
obedience
following direct orders from an authority figure — studied by Milgram
FRQ Practice Prompt
A collapse occurs at a busy train station. Of the 200 people present, no one calls 911 for 4 minutes. (a) Explain the bystander effect and diffusion of responsibility as they apply here. (b) After the event, bystanders explain their inaction by saying 'I assumed someone else had already called.' Is this an example of situational or dispositional attribution? (c) A news reporter later interviews a bystander who says 'I just froze — I'm not a good person in emergencies.' What error is the reporter making if they agree with this self-assessment? (d) Design an anti-bystander intervention using what you know about social psychology.
Practice with Dr. Reeves →
33.3% of Total Score
FRQ Coach →FRQ Mastery Suite
AP Psychology FRQs are point-by-point rubric driven. Every concept earns exactly 1 point if defined + applied. There's no partial credit for partial application — be explicit every time.
🧠~21%
Section II · FRQ 1
Concept Application FRQ
FRQ 1 · Scenario-Based · 25 min
A realistic scenario about a named person. Apply 7-10 specific psychological concepts. Each concept earns 1 point IF defined AND correctly applied.
Scoring Criteria
· Definition: psychological concept clearly defined (not just named)
· Application: explicitly connected to the specific scenario (name the character and situation)
· Accuracy: definition matches AP Psychology usage exactly
· No credit: vague applications that could apply to any scenario
Score 5 Strategy
Format: '1. [Concept Name]: [Definition]. In [character]'s case, [specific application].'
Apply EVERY concept — even a partially correct application can earn the point
Never just name a concept — always define it AND apply it explicitly
If you're unsure, apply it anyway and connect it to the scenario — partial credit exists
Model Opener
1. [Concept]: [Precise definition in your own words]. This applies to [character's name] because [specific behavior or situation from the scenario matches the definition].
🔬~12%
Section II · FRQ 2
Research Design FRQ
FRQ 2 · Methodology · 25 min
Design or analyze a psychological experiment. Requires identifying hypotheses, variables, groups, and methodology.
Scoring Criteria
· Hypothesis: stated as a directional prediction (IV → DV)
· IV and DV: operationally defined (how measured, not just named)
· Control group: described correctly
· Conclusion: stated in terms of IV-DV relationship with appropriate language
Score 5 Strategy
Always OPERATIONALLY DEFINE your variables — don't just name them
Control group: what are they doing differently from the experimental group?
'Hypothesis' = prediction: 'Students who receive X will score higher on Y than those who receive Z'
Avoid causal language in correlational studies: 'associated with' not 'causes'
Model Opener
Hypothesis: [Participants] who [receive IV condition] will [direction of change on DV] compared to [control group participants]. Independent Variable: [Name], operationally defined as [measurement]. Dependent Variable: [Name], operationally defined as [measurement].
📊66.7%
Section I
Multiple Choice Conceptual
Section I · 100 MCQ · 70 min
100 scenario-based and definitional questions covering all 9 AP Psychology units.
Scoring Criteria
· Application: can apply psychological terms to novel scenarios
· Recognition: identifies the correct psychological term for a described phenomenon
· Elimination: rules out terms with similar-sounding names (positive reinforcement vs. negative reinforcement)
· Speed: ~42 seconds per question — pacing is critical
Score 5 Strategy
For every scenario question: identify what PSYCHOLOGICAL CONCEPT is being described BEFORE reading answers
Common confusion pairs: negative reinforcement vs. punishment, proactive vs. retroactive interference, sympathetic vs. parasympathetic
If two answers seem right, ask: which one more PRECISELY matches the stimulus behavior?
Guess on hard questions — no penalty for wrong answers. Never leave blank.
Model Opener
Strategy: read the question stem, identify the key psychological term being tested, cover the answers and predict the answer, then choose. If the scenario describes a behavior INCREASING after removing something — that's negative reinforcement.
🔗100% of content
All Units
Unit Integration Practice
Cross-Unit Connections · Self-paced
Connect concepts across AP Psychology units. The exam frequently tests whether students can apply one unit's concepts to scenarios from another unit.
Scoring Criteria
· Cross-unit: connects two different units' concepts to explain the same phenomenon
· Precision: names the most specific concept (e.g., 'proactive interference' not just 'forgetting')
· Bi-directional: can apply concept to scenario AND identify concept from scenario description
· Sophistication: explains WHY the concept applies, not just THAT it applies
Score 5 Strategy
Make a concept web connecting units — e.g., classical conditioning (Unit 5) connects to anxiety disorders (Unit 8)
Practice giving 2-3 sentence explanations for 5 new concepts per day
For each new concept, immediately create a real-life example — this is how the exam tests you
Review glossary cards: term → definition → real-life scenario (both ways)
Model Opener
This scenario demonstrates [Concept A from Unit X] because [definition applied]. It also involves [Concept B from Unit Y], which connects to Concept A by [link]. Together, these concepts explain [behavior] because [integrated explanation].
Curated for Score 5
Practice Tests & Resources
🏛
OFFICIALFREE
CollegeBoard AP Psychology
Official CED, unit guides, sample FRQs, and scoring guidelines.
Open resource
📂
OFFICIALFREE
Past AP Psychology FRQs (1994–2024)
Every past FRQ and scoring rubric. Practice both types under timed conditions (25 min each).
Open resource
🎥
HIGHLY RECOMMENDEDFREE
Heimler's History AP Psychology
Clear, concise AP Psych video series covering all 9 units with exam strategy integrated throughout.
Open resource
📺
CONTENT REVIEWFREE
AP Psychology Crash Course
YouTube playlist covering all AP Psych units. Watch at 1.25x for review.
Open resource
📚
FRQ PRACTICE
Marco Learning AP Psychology
Detailed FRQ walkthroughs with rubric-based scoring. Excellent for concept application practice.
Open resource
📖
COMPREHENSIVEFREE
Fiveable AP Psychology
Unit summaries, FRQ practice, and live study sessions before the May exam.
Open resource
📝
PRACTICE MCQ
Albert.io AP Psychology
Hundreds of AP-style scenario-based multiple choice questions covering all 9 units.
Open resource
AI-Powered Progress
16-Week Score 5 Study Plan
Weeks 1–4
Phase 1: Biological Bases, Sensation, Consciousness, Learning
- Master all neurotransmitters and their associated disorders (dopamine→Parkinson's, serotonin→depression, etc.)
- Draw the brain and label all 15 key regions from memory
- Practice classical conditioning identification: US/UR/CS/CR for 10 scenarios
- Operant conditioning: identify reinforcement vs. punishment type for 20 examples
Weeks 5–8
Phase 2: Cognition, Development, Motivation, Personality
- Piaget: apply all 4 stages to original scenarios (not just textbook examples)
- Memory: distinguish proactive vs. retroactive interference in 10 practice scenarios
- Erikson's 8 stages: know the psychosocial challenge AND virtue for each
- FRQ practice: 2 Concept Application FRQs per week — use official rubric to grade
Weeks 9–12
Phase 3: Clinical Psychology and Social Psychology
- Disorders: know DSM criteria for top 10 disorders (depression, anxiety, schizophrenia, OCD, PTSD, bipolar, phobias, personality disorders)
- Therapies: match each therapy type to its theoretical foundation
- Social psych: practice applying Milgram, Asch, and bystander effect to novel scenarios
- Full MC practice: 100 questions in 70 min, 3 times this month
Weeks 13–16
Phase 4: FRQ Mastery and Full Exam Simulation
- Complete all FRQs from the last 5 years under timed conditions (25 min each)
- Review every wrong MCQ answer — identify which unit and concept you missed
- Build a concept cross-reference chart connecting all 9 units
- Final session with Dr. Reeves (SofAI chat): oral practice — explain any 5 concepts in real-life application terms
Official & Curated
AP Resources Hub
🏛
Official Source
CollegeBoard AP Psychology
Official course description, exam format, sample questions, and scoring guidelines.
Visit AP Central →
📚
The VR School
VRS AP Resources Center
All VR School AP course resources, study guides, and score submission guidance.
Open AP Resources →
⭐
Student Exemplar
AP Seminar Exemplar by Jiang
See the standard every VRS student aspires to — and the path to getting there.
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Agentic AI Tutoring
Your Score 5 AI Tutors
Dr. Jordan Reeves is your AP Psychology expert — every FRQ, scoring rubric, and exam strategy. SofAIconnects Psychology to every other subject you're studying.
🧠 Walk me through the 9 AP Psych units — give me the key concepts I must know for each🎯 Give me 5 practice scenarios and quiz me on identifying the correct psychological concept📚 I always confuse negative reinforcement and punishment — explain the difference with 10 examples✍️ Help me write a perfect Concept Application FRQ using this scenario: [student can describe their scenario]
🌟 Next Level
Your Psychology Skills Are an Academic Superpower — Use Them in AP Seminar
AP Psychology builds exactly the skills AP Seminar demands: evidence-based argumentation, understanding human behavior in research contexts, and applying social science reasoning. See how Jiang combined these disciplines to build an outstanding portfolio recognized at the national level.
🎓
🧠
Ready to Score a 5 in AP Psychology?
Enroll in the most comprehensive, AI-powered AP Psychology course available. WASC accredited. UC A-G Section G approved. Exam: May 6, 2026.
Enroll in This Course
Duration1 Year
Credits10
DeliveryRemote / Hybrid / In-Person
UC SectionG – College-Preparatory Elective
Honors GPA+1.0 weighted point
No commitment until admissions confirms your placement.
WASC Accredited · UC A-G Approved · CollegeBoard Aligned · Exam: May 6, 2026