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Clemsondana

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About Clemsondana

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    Hive Mind Queen Bee

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  1. That level of competitiveness is hard to deal with. Eventually time becomes the limiting factor - your kid probably isn't going to want to come home from ball practice and do math competitions and also advanced classwork. Their kid is going to come home and do homework and competition math practice and be done...I mean, you can only do so many things in a day and there are only so many hours after school, but it can take a lot of angst until it settles out exactly how the kids will want to spend that time. It sounds like it would be healthier if they chose different things, but that doesn't
  2. I wouldn't worry about mixed grades, necessarily - all of our co-op classes are mixed grades, and in a small school I could see everybody knowing everybody and it would be fine. If he plays ball for the school, he'd probably be on a mixed-grade middle school team so he might know the kids. Missing other classes could be OK, depending on what it is, or it could be a big problem - he could be missing PE or he could be missing English. I'll also add that, while you can't predict the future, don't underestimate the amount of time that sports take as a kid gets older. My kid plays one spor
  3. The biggest pros are that he could take physics with calc (although he might have to dual enroll to get it) and also that he could take more advanced math if he were interested, whether it be post-calc math or statistics. The downside is that, in some schools, once you get on a track it's hard to get off. We've known parents locally who were told that they couldn't repeat a grade because their student was doing fine (one family is paying for private school for a year to let their kid get some maturity and solidify their academics). I can't imagine they'd let a student make a second pass thr
  4. I can see both sides of this. There are benefits to getting through math earlier than usual - for insance, my older will do physics with calculus in 12th after finishing calculus in 11th, and we did fun classes like number theory and intro to probability in middle school. But, that being said, we also had a problem when we tried to push through some of the pre-A stuff early. We were using AoPS, which I'm sure contributed, but as was described above kid didn't have any problem with the concepts but hadn't developed the maturity to do a pre-A program readily - copying problems out of the book
  5. In a previous state, studies showed that students who did DE or AP did better in college, so it was required that students take an AP or DE class to graduate from high school so that they'd be prepared. Correlation and causation is apparently not taught anywhere. It's crazy - similar to what@Dmmetlersaid, to graduate from high school, you had to take college-level classes. I would so much prefer that students actually master high school material, or even middle school material, rather than everybody pretending that they know college material. There are kids who are ready for advanced materi
  6. My grandmother used to stick a straw in the corner of a zippered bag and suck the air out before she sealed it for the freezer. It's like the poor man's vacuum sealer. 🙂 She said that it prevented freezer burn, which makes sense - there's no water in the air if there's no air.
  7. I'm not clear on if he'd be going to a new school or continuing for a masters where he already is. I know that when we started grad school the entire cohort had to take a lot of the same classes and it was a bonding experience. If he'd be going somewhere new, I would try to get a feel for whether January starts are common - in our program you wouldn't have been able to take the classes in the sequence with everybody else who started in August - you couldn't take Biochem 2 in January without Biochem 1 in the fall. With undergrad classes there are always sections of some intro classes being o
  8. English: probably co-op class plus finishing MCT level 6, maybe starting level 7 if there is time (my goal is to do 6 and 7 in high school as time allows) Math: Art of Problem Solving Precalculus, at home with book, Life of Fred for a different perspective Science:: Biology - we'll do this at home, kid may just work through my class but will probably prep for AP since 1/3 of the traditional class is stuff that kid has done in detail for Science Olympiad - we'll see how the AP Chem exam goes this spring! History: Undecided - we may do at co-op or at home, but we try to fulfill t
  9. I hate filling out Common App recommendations for that reason. I have anywhere from 15-40 students a year in Bio 1. The form asks me to rate students as in the top 1%, 5%, etc. But, I can't honestly rank more than 2-3 students EVER as top 1% and 10-15 as top 5% because...math, percentages, and all that jazz...but every year I have 2-5 students that I could recommend for any school and for at least half of them I could write good recommendations for most schools. I've taught and TA'd the freshman college bio classes, so when I say that some of my high schoolers do more challenging work than
  10. Sherlock Holmes books and Swiss Family Robinson might be fun.
  11. I wouldn't have anticipated that their progress would still be in spurts. I wouldn't have expected that one would have needed so much more practice with fractions. I wouldn't have anticipated that my AoPS kid would find some parts to be so frustrating and other parts to be trivial, or for them to find that Life of Fred explained things better so they wanted to continue doing 2 math programs even once the original reason that we were doing both had passed. I wouldn't have anticipated how much better one's writing suddenly became. They had issues with sequencing and struggled to put together
  12. I often don't have curriculum advice - we only used a handful of things because if something was working we didn't change. If my students are learning and are reasonably happy, we just keep going. But, I can say that I wouldn't worry about what they'll be doing years in the future. It's hard to predict what they will need and there could be new programs by then. I've got a middle schooler and a high schooler that I've homeschooled since K and there have been some unanticipated things along the way. If I had planned their current year's work 4 years ago, it would definitely not look like w
  13. I think there's also the group that would support more funding if they thought it would be used for something that actually helps. I do not support increased funding so that smartboards can be installed in classrooms. They may be great, but they aren't necessary. I'm also not a fan of funding to put an ipad in the hands of elementary schoolers. But, if funding would be used to put reading and math specialists into elementary schools so that they get help before they get passed along or give up, I'd be on board with bells on. If they needed funding so that kids could have a workbook-based
  14. I agree, @Dmmetler. It's hard to sort out. I don't want students to 'choose easy' thinking that they can do the hard stuff 'later' and wind up behind and struggling in college because they are unprepared for the STEM degree requirements. On the other hand, some students know that they aren't going in that direction and their time would be better spent doing a basic science course and then volunteering, working, practicing, etc. But, on the flip side, I don't want students so unexposed to subjects that they miss learning about something that they would end up loving. And, I don't want thei
  15. The 3 closest high schools to me are 80-90+% white; the students that I volunteered with attend schools that are 70-90% black, but sometime soon I'm set to start volunteering at a place that helps underserved white students (obviously not specific to white students, but based on the demographics of the school that's what I'm expecting). My statements about different expectations don't come from racial differences; they come from the differences in what I heard from parents at the ball field or differences between parents at co-op, 90% of whom were white. And, for perspective, I grew up in an
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