Though oftentimes overlooked, I believe there is a distinction between liberalism and leftism, a distinction which this curriculum does not seem to have any qualms about crossing. Though some good points are made here and there in the lectures, I think that the few good points can make the remaining bias all the more misleading, as the lecturer has seemed to establish himself as a conservative Christian figure; in reality, he draws closer to leftist, politically correct ideals as the course leaves discussion of the War for Independence. Some of the videos seem to beat around the bush, hinting that figures such as Abraham Lincoln and his supporters were really controlling, prejudiced, maniacal villains who just wanted to get rid of the innocent plantation farmers. True, the Civil War was anything but simple, and as in every conflict there was good and bad on both sides, but it seems like the lecturer completely ignores his own acknowledgement of the fallen nature of man, until the discussion shifts back to some of the leftist figures of the past, where the “imperfect man” card is immediately played.

We are working through American History this year. Though it has sparked some great discussions and given insight to historical timeline events, we are not fans of it. There is a bit of a disconnect between the video lectures (i.e., the information given on which to take notes) and the actual exam questions/answers at the end of each lesson—frustrating for the student and huge pet peeve for me. Also do not like the suggested projects. If a thread pops up for hits and misses, I was going to be sure to post in it. We are nondenominational and did not care for the obvious sympathies of the left-leaning democrat figures who were known for immoral, unjust, and downright sleazy character/behavior whose actions are sugar-coated or even excuses made but the upright and just actions of conservative right-leaning individuals are marginalized, overlooked, or even tainted. We would prefer to call a spade a spade and move on, regardless of political or religious leanings. We made a point to cross reference some of these historical figures/events with other resources (e.g., college text, BJU text) and confirmed the lecturer's opinions/comments to be found wanting, in our opinion, much to our eventual non-surprise. In hindsight, I would have chosen Notgrass or BJU over this curriculum.

My young man is working through Rhetoric Alive! this year (11th grade), not using Scholé Academy's online class. After reading your post, we viewed the Fitting Words sample to compare, and our vote would still be the same as what we're doing—Rhetoric Alive! at home, no online course. Ds thinks FW looks dry and dull, which would not be enjoyable to execute. Next year, he'll work through Rhetoric Alive! Senior Thesis, though possibly with a few tutor sessions just to critique his actual written work.

I just came across this one, though I don’t know anything about it. https://www.highschoolmathlive.com/consumermath.html

Old thread, but wondering the same as the OP. ETA: This helped to answer my questions. https://www.apologia.com/advanced-biology/

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Videotext Algebra https://videotext.com/algebra-a-complete-course/

Since you most likely already know earned scores, do you leave the mailed score reports sealed/unopened?

Thank you so much for posting this—exactly what I needed to know!

Does anyone request CollegeBoard transcripts be sent to your home/homeschool?

Yes, and absolutely yes. 7th (1 credit): Algebra I 8th (1 credit): Algebra II 9th (1 credit): Geometry 10th (1 credit): Trigonometry/Pre-Calculus

https://www.homehighschoolhelp.com/blogs/4-ways-to-earn-high-school-credit I would not deny her the additional English credit, so long as her input/output meets the criteria for two full-credit curriculums (whether based on time or scope). However, I'd be inclined to consider it only one English credit, if she needs that extra time and practice to sufficiently earn that solid English credit. After all, curriculum is only a tool. That being said, I'd be more inclined to award two English credits, if... 1.) it is her passion (aka delight directed learning) that she would choose to take as an elective, or 2.) she excels at this subject as supported by standardized/placement test scores reflecting her advanced skill.

Perhaps another but relatively independent/self-paced option could be: just purchase the Rhetoric Thesis set – https://classicalacademicpress.com/collections/rhetoric-alive as well as a tutoring package from Scholé Academy – https://scholeacademy.com/tutoring-center/

I've modified my original question, looking for the experience of others, not advice on what we should do.

Does anyone want to share their list of easiest to hardest CLEPs taken?

Did they complete Module F (Unit VIII) of VT Geometry? As per VT, "**Unit VII is still in production for Geometry, but it is not needed to complete a Geometry credit. Unit VIII, Trigonometry/Pre-Calculus, is only available online and is activated automatically at this time with the purchase of the online course." If so, then... My young man (in 11th) is currently doing Calculus I (with Chalk Dust and Larson, 9th Ed). Next year (in 12th), most likely Statistics. If not, then... another option could be Chalkdust Precalculus, which I see someone is selling here in the classifieds: https://forums.welltrainedmind.com/classifieds/item/23929-chalkdust-precalculus-complete-set/ That's a good buy!

Is there some sort of catch that I’m missing with the Modern States free CLEP vouchers, or am I being overly skeptical?

With regards to Modern States courses, was their recommended length and effort applied (e.g., 4 weeks / 6 hours per week), or did you end up modifying the timing of the lessons?

How long between studying and scheduling/taking a CLEP?

Do you happen to know if your state requires all public school students take a college entrance examination (i.e., SAT or ACT, or possibly ACCUPLACER) during high school?

Okay, I have to ask you, too... if any of yours have taken the ACT or SAT? Are the Modern States courses sufficient review and an accurate depiction of each test taken?

So, am I understanding correctly that neither scored out of Freshman Comp (ENGL 101/102?) on the ACT or SAT, but were able to pass the "College Composition" CLEP with no problems?

What did your middle gal complete in math (i.e., Algebra 2, Pre-Calc, Trig, Calc) during high school before attempting the Pre-Calc CLEP? Was the Modern States Precalculus course worth her time with that one, apart the free exam voucher? What did she think of it? How did you present the CLEP College Algebra on your oldest's transcript? Did either take the ACT or SAT?

Thank you for sharing! Did either take the ACT or SAT?