Enhancing  College-Bound Success 

US Performance Academy (USPA), is pleased to announce The PG@USPA postgraduate program.  Offering a flexible online education for recent high school graduates, PG@USPA is designed to enhance elite student-athletes’ academic profiles, allow them to earn college credit without impacting NCAA eligibility, as well as improve study skills and executive functioning performance.

Elite athletes who have graduated from high school now have an additional edge to enhance their academic proficiency and profile while playing junior hockey.

“An academic option for students after high school is something we know is a great fit for our student athletes,” said Pete Smith, Founder and President of USPA. “Our school provides athletes the kind of academic flexibility that results in a distinct advantage over the competition.”

The PG@USPA program offers top-tier educators, dedicated support services for every student-athlete, and opportunities to earn college credit. From specialized support for neurodivergent students to comprehensive NCAA eligibility guidance, the PG@USPA Program ensures a well-rounded and empowering educational experience.Learn more about the PG@USPA Program at  https://gouspa.org/elite/pgprogram/.

Many roads lead to college, but for US Performance Academy student athletes, the road is paved with perseverance and performance in sport and school. The road is also paved with a strong plan of study, and our USPA Student Success Coordinator and Learning Coach team advise students and families on how to choose a relevant and compelling curriculum along the way. A key decision students face in planning their high school coursework is whether or not to take Advanced Placement (AP) courses. This decision is easy when the student has the right motivation and information. Many students and parents believe APs are necessary for a competitive college profile and college acceptances, but USPA recommends a considered and balanced approach when selecting Advanced Placement courses. To ensure our student athletes do not stumble on the road to college and can succeed in AP courses, we require an AP application and verification process as well as recommend no more than two AP courses simultaneously or annually.

The GOOD

Taking APs can significantly enhance and deepen a student’s learning and interest in a specific subject. If a student is passionate about or has innate aptitude in math or biology or writing (for example), they should consider taking an AP in that subject area.

AP teachers are extremely passionate about and committed to their subject areas and have strong backgrounds, experience and credentials in their subjects.

AP courses are well-structured, so the syllabus is organized and consistent.  Because AP content targets performing well on an end of year exam, the assignments and content are well prepared and planned.  This consistency is a good fit for busy but motivated students.

APs can enhance and bolster a student’s  transcript and college profile; colleges will see that the student is driven, dedicated and willing to take on academic challenge and rigor.

To excel or do well in an AP course, a student must demonstrate or develop discipline and work ethic.  These skills are good preparation for college level work.

Some colleges will grant credit for good AP scores (usually for scores of 4 or 5).

The BAD

APs are more “labor intensive” and require more hours and deeper understanding of subjects and coursework. In addition to rising to the challenge of college level work, students must keep pace with the class to adequately prepare for the exam. Catching up in an AP is extremely difficult.

Only specific AP courses are worth their weight in effort. These “core AP” classes are the ones colleges prefer to see on a transcript; the others are often considered “satellite” or secondary AP courses.  The core includes AP English Language and Composition, AP English Literature, AP Calc AB, AP Calc BC, AP Bio, AP Chem, AP Physics, AP (plug in any world language), AP World History, and AP US History.  The many other AP offerings, such as AP Human Geography, AP Music, AP Studio Art, AP Photography, AP Art History, just to name a few, are sometimes considered “filler APs” by selective colleges.  Please note: USPA has chosen to offer AP Environmental Science, AP Psychology, and AP Statistics because we believe these selective APs are excellent preparation for college bound student athletes.

AP courses do not always lead to college credit; many selective colleges do not accept AP credits; no credit is awarded and no college tuition is offset or saved.

The UGLY

AP exams are expensive ($95 per course) – and the exam can ignite undue or excessive stress for students.

Students sometimes take APs because they think they HAVE to, not because they WANT to; this  pressure leads to academic resentment and frustration.

AP courses are sometimes a way for students or families to strive to compete with peers or keep up with values different from their own.

We hope that as our USPA students select their curriculum, they will consider the benefits, drawbacks and pitfalls of Advanced Placement courses. We are always available to help our student athletes and families navigate these important decisions.

Julie is the Director of School for USPA. She has 14 years of experience counseling students in college applications and course selections.

Building a college target list as a student athlete can seem overwhelming, but with the
right approach, it can be a smooth and enjoyable process.

The first step is to consider your academic and athletic goals and your interests and values. This includes thinking
about the type of college you want to attend, the level of competition you want to play
at, your social interests, and your desired major.

Once you have a clear understanding of your goals, you can start researching colleges that match your criteria. This will help you narrow down your options and find colleges that align with your priorities.
One of the best ways to build your college target list is by reaching out to coaches from
colleges that interest you. This can include sending emails, attending camps or clinics,
and visiting college campuses. This will not only give you a better understanding of the
college and its athletic program, but it will also give you the opportunity to showcase
your skills and make a positive impression on the coach. Additionally, talking to current
student athletes and alumni can provide valuable insight into the college experience,
both academically and athletically. Don’t be afraid to ask questions and gather as much
information as possible, as this will help you make informed decisions about your
college future.

Another important factor to consider when choosing a college is location. This includes
both the geographical location and the campus culture. Are you looking for an urban,
suburban, or rural atmosphere? Do you want a college with a strong sense of
community or a more independent vibe? What activities do you want to be able to
pursue where you go to college? Answering these questions will help you determine
what type of location will best meet your needs.

Another key factor to consider is the academic and career opportunities offered by the
college. This includes researching the majors and programs offered, as well as the
resources available for career development. Make sure to also consider the resources
available for student support, such as tutoring and advising, as well as the campus
facilities, such as the library and athletic facilities.

It’s also important to take a close look at the campus culture, which includes the student
body, student organizations, and events and activities. Are you looking for a college with
a strong sense of community, or a more individualistic environment? Would you like to
be involved in a variety of student organizations, or just a few select ones? By
considering these factors, you’ll be able to find a college that offers the right balance of
academics, community, and personal growth.

Finally, it’s important to consider your financial situation when choosing a college. This
includes researching scholarships, grants, and financial aid, as well as the cost of tuition and living expenses. You may also want to consider the college’s return on investment, or the long-term financial benefits of attending that college.

Choosing the right college is a complex and personal process, but taking the time to
consider your goals, interests, and priorities will help you find the best fit. Remember,
the right college should be a place where you can grow both academically and
personally, and where you feel confident and supported in your future endeavors.

College applications can be a high-pressure time for student athletes and their families,
but they can also be a time of meaningful self-reflection and growth. Throughout the
college process, it is always important for students to remember that their worth goes
far beyond grades and test scores. This is where and when whole student development
comes into play.

A well-rounded, highly engaged student is someone who has pursued opportunities
outside of the classroom to explore and develop their interests, hobbies, and character.
This can include training and competing in sports, volunteering or working in the
community, or participating in various extracurricular activities. By showing an interest in
and commitment to various extracurricular activities, students can demonstrate to
admissions committees that they are curious and engaged community members, and
their value is far more than just their grades and test scores. US Performance Academy
students are these students.

One key aspect of whole student development is character, and colleges often assess
candidates through the lens of various character traits – diligence, loyalty, respect,
motivation, self-initiative, courage, perseverance, teamwork, kindness, compassion,
resilience – character traits colleges espouse in their school cultures and student life
These character traits are evident through achievements and failure, overcoming
obstacles, facing personal challenges or overcoming difficult situations – academically,
athletically, and personally. By showcasing whole student development and examples
of character, students demonstrate to admissions committees that they have the
determination and grit to succeed in college and beyond. Furthermore, these qualities
can be further developed through experiences such as sports, where students learn to
persevere through adversity and come out stronger on the other side.
Another important aspect of whole student development is leadership, which can be
demonstrated through holding leadership positions in clubs, organizations, or sports
teams. By taking on leadership roles, students learn valuable skills such as
compromise, organization, planning, communication, delegation, and conflict resolution.
But leadership is not dependent only on a student’s role; leadership is an approach to
life and how a student shows up in the classroom, on the field, or within their family and
community – with dedication, integrity, courage, and compassion.

Ultimately, while grades and test scores are important factors in the college application
process, it’s also crucial for students to focus on whole student development. By
pursuing interests, hobbies, and experiences outside of the classroom, students can
develop their character and demonstrate qualities such as resilience and leadership.
These experiences not only make students more well-rounded and stand out in the
college application process, but also equip them with the skills they need for success in
the future. So, while it may feel like the focus should be only on academics, taking the
time to develop as a whole student athlete can help applicants better enjoy, reduce
stress, gain control, and make decisions in the college application process.

Ian MacDiarmid ‘18 Top Ranked US Olympic Sailing Class Crew in the World.

Ian MacDiarmid (USPA Class of 2018) and his driver Andrew Mollerus are now the top World Sailing ranked US Sailing Team boat in any Olympic Class for the second month in a row. 4th in the World Sailing Ranking System!

“For the first time in almost 20 years, the United States has an Olympic 49er team in the top 5 with two boats in the top 10, and we are excited USPA played a part in that,” said USPA Founder Pete Smith. “We worked with Ian during his first two years on the professional Olympic circuit to make sure he could get a leg up on his peer group competing with the best in the world at just 17 years old – while making sure he earned an elite education at the same time. It worked!”

The most demanding Olympic class, the 49er, is an overpowered boat capable of powerboat speeds and known for spectacular crashes. With most sailors in the 49er class, a generation older than Ian, the ability to train and compete globally at such a young age made the difference in his jump to the Olympic level.
“The phasing and adaptability of the USPA platform allowed me to compete in Asia, Europe, and South America while still achieving in my high school academics. There is just nothing like USPA; it will become a secret weapon for the smartest US sailors.