The University Programs of International Studies and Business (UPISB) and Science, Medicine, and Research (UPSMR) have long been considered selective academic pathways at Indian Hills High School. These programs offer a specialized four-year experience, providing selected students with opportunities for independent research, problem-solving, and program-specific seminars while still fully participating in the broader school community. However, recent scheduling challenges and enrollment shifts have raised questions about the sustainability and accessibility of these programs, prompting a conversation about potential changes to their structure.
This school year, students enrolled in the UPISB and UPSMR programs encountered an unexpected obstacle: scheduling conflicts. Many students found it difficult to fit essential electives, AP courses, or even core requirements into their schedules. Senior Claire Giletta, a part of the UPSMR program, described her struggles: “I was unable to fit in financial literacy and needed to pay a significant amount of tuition to take a summer class my summer of freshman year. I also needed to take French online my junior year.” Alexa Muro, a senior in the UPISB program, echoed similar issues, stating, “It was important for me to take AP Psych or AP Spanish, considering my major in college and college requirements. I decided that I should just not take the classes I wanted to because I wanted lunch every day.” This rigid scheduling often forces students to make difficult decisions, sacrificing either their interests or essential courses needed for college preparation. Senior Jia Chen, a former three-year student in the UPSMR program, shared her experience: “Many of my classmates took financial literacy during the summer, which was a good option, but I didn’t, which made it difficult for me to fit in the AP classes that I wanted to take this year. I couldn’t fit AP Econ or AP Psychology into my schedule along with four other APs while taking the UPSMR program, so I had to drop it.”
The supervisors of both programs, Mrs. Manzi (UPSMR) and Mr. DelBuono (UPISB) acknowledge the scheduling challenges students face. They explained that “there are occasions when UP students have a conflict due to a student’s course requests and the availability of classes throughout the day. Some UP students request to take additional program-related AP courses in lieu of a UP elective and reach out to the UP Program Supervisor to gain approval for those requests.” While these case-by-case solutions offer some flexibility, they highlight the need for a potential systemic change to student schedules within the UP programs.
Recently, enrollment in UP-only classes has seen a decline, leading to the inclusion of non-UP students in these previously exclusive courses. While this has helped fill class rosters, it has also sparked questions about changes to the exclusivity of the University Programs. Muro adds, “If UP classes were open to everyone, then there’d be possibly a high demand for it and it would defeat the point of being in the UP.” This shift raises important questions: should UP classes remain exclusive to UP students, or should they be opened up to a wider student body to promote interest in advanced coursework? This dilemma reflects the growing need for structural changes to the University Programs as the needs of the student body fluctuate.
Despite these challenges, the UP supervisors are open to adjustments. Mrs. Manzi and Mr. DelBuono noted that, “The district continuously reflects upon and revises curriculum, program and elective offerings, coursework, and the University Program special events in order to best reflect student and programming needs which shift over time.” In recent years, there have been new courses, such as a dual enrollment class focused on healthcare careers in the UPSMR. Additionally, traditionally UP-only courses like Philosophy of Knowledge and Managerial Accounting have begun to open up to non-UP students as part of ongoing efforts to adapt to the evolving educational landscape. However, while access is slowly increasing, it remains challenging for non-UP students to secure spots in these classes.
Looking ahead, it is clear that the UPISB and UPSMR programs may need further systematic adjustments to meet the needs of future students while preserving the unique academic experience that has made them so successful. Chen suggests a potential change could be to address “how much [UP classes] take up sophomore and junior schedules, especially in junior year. They are challenging classes, but they also take up a lot of people’s schedules, which can make it challenging for students to adjust their schedule later on like it was for me.” Giletta parallels this suggestion, adding that a possible improvement could be to “introduce more flexibility for electives.”
Balancing flexibility, selectiveness, and accessibility will be key to ensuring that the programs continue to provide students with the rich, challenging, and inclusive education they deserve. As Indian Hills looks toward the future, the University Programs stand at a crossroads. With thoughtful reform and a commitment to both rigor and inclusivity, the UPISB and UPSMR programs can continue to thrive, offering students the best of both worlds: a specialized academic experience and the flexibility to pursue their passions.
