Sarah, Just an FYI: info on infinitives (and splitting them): http://owl.english.purdue.edu/owl/resource/627/03/ Peace, Janice Enjoy your little people Enjoy your journey

Aimee, Google books offers a lengthy preview of the book here: http://books.google.com/books?id=zClmDnl3b3EC&printsec=frontcover#v=onepage&q&f=false Hope that helps, Janice Enjoy your little people Enjoy your journey

Yes, the writer is Plato. He formats the chapter as a discussion between two characters: Socrates and Glaucon. Bertrand Russell writes, "From Pythagoras (whether by way of Socrates or not) Plato derived the Orphic elements in his philosophy: the religious trend, the belief in immortality, the other-worldiness, the priestly tone, and all that is involved in the simile of the cave; also his respect for mathematics, and his intimate intermingling of intellect and mysticism" (The History of Western Philosophy, Bertrand Russell, p. 105). Multiple choice question: Who conceived of the Allegory? Socrates or Plato? Is that a straight-forward question or a loaded question? Does anyone know of a scholarly article that argues which ideas belonging to Socrates (and were only conveyed by Plato) and which belonged to Plato? Anything I have read has indicated that there is no sure way of knowing who generated what. The lines between P&S are blurred. However, if we are going to take Plato at his word, he has chosen to give us the impression that he is conveying the ideas of Socrates. Yes? That's why he used the conversational format. Does Plato ever say, "These ideas were really mine. I just used the name Socrates as a character in my book." Peace, Janice Enjoy your little people Enjoy your journey

Who conceived of the Allegory of the Cave? Plato or Socrates

We enjoyed listening while reading along. Peace, Janice

Thanks for doing the digging, Brigid. :001_smile: Peace, Janice

This article lists this valedictorian's GPA as 6.7. This must be a typo, right? Or has the system really moved that far away from reality? Is it really possible to earn that much extra credit? (68% above perfect.) ;) http://usnews.msnbc.msn.com/_news/2012/06/08/12124586-miami-teen-who-got-reprieve-from-deportation-graduates-high-school?lite "Peláez boasts a 6.7 GPA and plans to attend Dartmouth College in New Hampshire in the fall to study biology and history." Enjoy your weekend. Peace, Janice

I hate to be selfish, but I'm hoping we will pass under the wire on this one. Any idea when the shift might occur? We generally know what we're doing with these tests at our house, and this momma is tired. Don't make me jump through another hoop. We all know that you can't develop a test that measures fairly. I have no interest in another hoop that means nothing. BTDT. Bah! Humbug! Take this group on these boards. We're a pretty small corner of the population. Can you imagine trying to test us on our ability to teach our kids well? What would you put on the test? Seriously. Develop ten multiple choice questions that we can all agree measure our strengths and weaknesses. Diversity is what creates a great universe. Focus on diversity. Find ways to encourage folks to explore and push past the borders of their interests. That's the way to move forward. Draw a box and force us to stay in it, and we'll all try to find a way to center ourselves in the box. No exploration of borders. If you force us to conform, we will conform to the utmost. We'll all pile up in the safe center of the box with even the edges of the box turning into an abandoned wasteland. Forget the area outside of the box. Barren! Sure, there will be a couple of folks out there, but most of us will be too nervous to venture past the lines. After all, how many of us homeschool with NO regard toward college admissions. Most of us push the barriers around a bit, but in the end, we all settle into the notion that we're going to have to prep for either the SAT or the ACT. Why? Because we're old and we're tired. And we're sick of trying to convince the world that the universe is wrong. We decide to play ball by the rules even if the rules don't make sense. Draw a tight box and dump a bunch of multiple-guess "answers" into it? I mean, seriously. What are you going to ask? Under that system, we all lose because we'll all be forced to conform to it. I AM NOT going to homeschool college. ;) Don't these folks read dystopian literature? ;) Even a 9th grader can connect the dots. "Hey Mom, wait a minute? If this is so bad, why do we all do it? Why do I have to do it?" Just PLEASE let my kid jump through this old hoop, and then LET US GO!!! (Selfish of me, huh? :001_smile:) Peace, Janice Enjoy your little people Enjoy your journey

This totally makes sense; if you use a format that lists course by subject, then you're all set. All you have to do is squeeze the columns in. We have ordered ours by the year: 9th, 10th, etc. So I didn't want to squeeze to get the 8th grade year in - especially when we were only counting some of the 8th grade courses at the high school level. My suggestion: Just make a transcript when you are done with 8th grade. Use the format "8Fills" listed. Add in the courses that are in your plan. Write it all down. Look at it. Think about it. Be psyched that you have a plan. And then try to hold it loosely. It will change. But your transcript will be started. (It's a GREAT feeling!) When you get to the college app line you'll be prepared to adjust. Brenda's story speaks to that. And so does my dd's. You can change your mind - easy to do when you have more data than you need. :001_smile: (Younger ds took High School Computer Programming (Java) with The Potter's School in 8th grade. List it or not? We'll wait and see.) Yesterday my to-do list included transcript/course description/end of the year filing for my 9th grader. It's done! YEA! Today? My dd's file needs to be finished up (Transcript, Course Descriptions, etc). As soon as she finishes up her summer session course, I'll add the grade and hit "Save". In July/August we will start and hopefully finish up her Common App. (She has already asked a couple of teachers for recommendations.) She already knows where she wants to apply. Here's hoping there will be no curve balls. ;) Peace, Janice Enjoy your little people Enjoy your journey

Maybe. But not necessarily. Older ds did not receive credit or a footnote for Algebra I or Spanish I on his transcript. No mention. He completed Geometry, Algebra II, Precalculus, and AP Calculus, all listed on his transcript. And he completed Spanish II, which gave him one foreign language credit on his transcript and made it obvious that he had completed the level I course the year before. No problems getting into secular engineering schools with merit awards. My advice? Keep good records. Encourage your kids to attempt the most challenging courses they can handle. And review your choices twice a year to make sure that you will have something to brag about by the close of 11th grade. ;) Give your kid the opportunity to be different in some way. Help them to see their own strengths and encourage them to push those boundaries. Yes, fill the required holes. But shoot for a confident, psyched kid in one-two areas of passion. Like I said, the footnote NEVER appeared on my dd's transcript until it dawned on me that she might get shuffled aside if I didn't do it. The credits she earned in 9th-12th grade demonstrate that she is a competent, engaged student with an obvious bent and good time-management skills. If you don't need to include information about work prior to 9th grade, I wouldn't. As I said the kids who take Algebra I and Foreign Language I courses prior to 9th grade are a dime a dozen. Use the transcript to scream "I'm distinctive" as much as you can. Don't waste space on "I've handled the basics" - especially when it's obvious. (Unless you need to. :001_smile:) [Note: if the kids had completely Geometry with Proofs prior to 9th grade, I would have included a footnote. That course is crucial IMO to developing a mathematical thinker. It needs to appear on the permanent record. However, Algebra I isn't necessary if Algebra II is listed - at least not in our state.] Maybe it's best to just think about this differently. Sometimes in our attempts to be comprehensive, we play it too safe. Check out this title. Your library probably has it: http://www.amazon.com/How-High-School-Superstar-Revolutionary/dp/0767932587/ref=sr_1_1?ie=UTF8&qid=1338988615&sr=8-1 Homeschooling has a ton of disadvantages. The biggest advantage we have is our ability to tailor the education to match the child. Don't waste your biggest trump card. Yes, use the transcript to show that the child met the minimums - unless it's obvious. But save space on the page (and in their lives) to reveal/grow a kid who is different from the rest of the pile. The most important thing to colleges: How did you take advantages of the opportunities that were available to you? Did you use those advantages to coast or to push forward? Keep your eye on that prize. Peace, Janice Enjoy your little people Enjoy your journey

I'm in the camp that says, "No. Don't put pre-9th grade courses on the transcript. It's not necessary. If your child has French II, III, IV, and V, it is obvious that they took French I before the 9th grade. Same with the math sequence. But sometimes, the situation demands that you re-think this. My dd has decided to pursue nursing. ALL of the schools she is applying to require that the student takes 3-4 science courses with labs, but they also dictate that the sequence must specifically include "Biology/lab and Chemistry/lab" with grades of "B" or higher. Required. Period. Dd took Biology/lab prior to 9th grade. She went through the BJU DVD course and I added in Teaching Company lectures to include evolution material. She completed twenty-labs including a ton of dissections. She earned an A in the course. Her high school transcript includes four more years of science with labs: Chemistry/lab, Physics/lab, Anatomy & Physiology/lab I (CC course), Anatomy & Physiology/lab II (CC course). (She may take another science course at the CC in the spring. She hasn't decided.) BUT she needs that high school Bio course in order to be a nursing candidate. The requirement is the requirement. One of the schools she is applying to in the fall has 2,700 candidates for 40 slots. I'm guessing an intern sorts the applications. The kids on the right meet the requirements and make it past the initial "sort"; the kids on the left slide into the round file. So in her case, I changed my thinking. I added the following box to the transcript (elsewhere on the transcript there is a key explaining that * Indicates an On-Line Course with an Outside Instructor): Note: In addition to studying world history from ancient times through 1800, (Dd's name) completed the following high school courses before the 9th grade. - Algebra I (Grade: A) - Biology /Lab (Grade: A) - Latin I * (Grade: A) - Latin II * (Grade: B) - French I (Grade: A) I figured while I was at it, I would include the extra info about the math and foreign language courses. She doesn't need the credits. She has four additional math credits. And she has a ton of foreign language: she's a classically-trained singer, so she wanted to do a lot of foreign language study: French II - IV, Italian I-II, German I. But she did earn a silver medal on the National Latin Exam and there was no other place to jot that down. So I added in the extra courses as a footnote. No credit on the transcript. Just the course info. Regarding the history statement: Dd worked through TOG 3 in 9th grade and TOG 4 in tenth. This year as an 11th grader she covered Honors US History I and II at the CC along with government at home (both state requirements). As a senior she will complete economics and a couple more social science courses at the CC. I was adding the note anyway, so I thought I would make it clear that we didn't completely neglect history prior to 1800. So you may find that a footnote solves the problem without making it look like you're padding the student's credits. FWIW. Peace, Janice Enjoy your little people Enjoy your journey P.S. Just to make it clear, the courses listed above were not listed for credit. However, the plan is for her transcript to include credit for the following; the courses listed above are not included in these totals. (Note: she hasn't nailed down her spring semester at the college; so she doesn't have final numbers yet.) 8.5 - 9.5 English Credits (Still not sure about her senior year, spring semester. This includes an AP English course and 3 (maybe four) college courses.) 8 Social Science Courses (Four of these are at the college.) 4 Math Courses (The last is at the college.) 4-5 Science Courses (Two at home; two-three at the college) 9-10 Languages & Electives (Most of these were done either through on-line courses or at the college.)

I started with this one from the HSLDA site: http://www.hslda.org/highschool/docs/SampleTranscript.pdf I tweaked it a bit. 1. Got rid the column that said "Grade Level" which gave me more room for the course title. (Many of our courses were NOT on grade level so that made no sense.) Instead, I tweaked the heading for each year: COURSE STUDY (9th Grade) 2. I played around with the lower left area. Ours includes a clearer GPA table and an enhanced Grade Table with a key to the symbols used to mark the Course titles: * for courses with an outside instructor. (CC) for dual-enrollment, etc 3. The lower right has tables for listing test scores: SAT/ACT There are other transcript types here: http://www.hslda.org/highschool/academics.asp#transcripts I started out working in Word, but eventually switched to Pages on my Mac. Our transcript ends up being the first page in a lengthy document that includes course descriptions. If I need the transcript, I just include (print) the first page; however, in the end the whole huge document needs to be converted to a readable pdf that has a controlled file size. The document is uploaded to the Common App site to the "Transcript" location. Then when I get to the "Homeschool Supplement" where there are a ton of boxes under the page marked "Transcript", I just fill in the first box for each subject with a comment indicating that the complete course descriptions accompany the transcript. Viola. Supplement done - with a format that makes sense. (Who only has four courses to list for each discipline??? Homeschoolers that use textbooks for every course in high school? Yawn!) https://www.commonapp.org/commonapp/Docs/DownloadForms/2012/2012HomeSchool_download.pdf Peace, Janice Enjoy your little people Enjoy your journey

Dd is planning to go with an in-state public. Our state has a web site that allows you to match CC credits with the public 4-year universities. You can determine not only if the course will transfer but also if it will meet requirements for a specific major. Very useful. Ds is looking at two out-of-state privates. The first is a conservatory. I have no clue if anything from our CC will transfer. Probably not. I will still have him take dual-enrollment courses though. It's been a great experience for my dd - plenty of growth in a lot of areas. My ds needs the same. His other top-choice is an out-of-state, private, liberal arts college. The very-helpful admissions gal there told us that they will transfer in up to five courses (no matter where they are from). So we'll choose wisely. Note: he will need to maintain Freshman status in order to earn scholarship. And his major will require him to be there all four years. So five courses it is. Regardless of their origin. The rest of the courses will transfer in as "credit" but will not count toward a degree, nor will they satisfy pre-reqs. 1. His dual enrollment experience will include up to five courses that fulfill requirements that have no additional courses that need to be taken. I won't have to worry if his CC courses are "good-enough" to build on; he'll be done with those disciplines. 2. And he will also take some courses through dual-enrollment that fulfill his high school requirements but allow him to explore some other areas of interest. He's always been fascinated by astronomy; apparently the cc has a pretty enthusiastic teacher that schedules labs at night on the rooftop. Ds is psyched. Dual-enrollment allows kids to dabble in disciplines they that aren't planning to pursue at the university; we'll take full advantage of that. 3. And his will take some other courses that fulfill high school requirements that can be a bit "flat" when you are doing them on your own. For example, I want him to work through a writing course that includes class discussion. For my two older kids, it was important for them to realize that they are actually good writers. They had NO point of reference when they worked with me. They thought grammar was stupid. Put them in a class where they are the only kid who can recognize a predicate nominative? Suddenly they think they are smart, and they start to realize that maybe their entire education hasn't been sub-par. The class starts discussing the nuances of short fiction? How does Updike DO that? My kids sigh and start to rattle their way through an analysis - I've done it for years, so they naturally just spit back the stuff I've been saying foreeeeeeeeeeeever - only this time the room echoes a different tone. Instead of my usual, "Good. OK. Now, what about this?" (which is usually understood by them to mean, "Yes, but that's not good enough....."), NOW the room echoes, "Wow. How did you get that? You must be really smart." Beowulf, Oedipus, Antigone, Chaucer, Ophelia, Hester, Dante - all familiar friends. My kids were stunned to discover that few of their classmates had a working point of reference. Maybe mom hasn't done such a bad job? :001_smile: My dd's American Lit professor made a reference to a Connie Francis tune this week. When he mentioned it, he looked right at my daughter and said, "You probably never heard of this song, but check with your parents. They probably know it." Then he said the name of the song. My dd smiled and responded, "That's on my dad's iPod. As a family ritual we crank it every time we pull out of the driveway to go on V-A-C-A-T-I-O-N. We all sang it at the top of our lungs just last Saturday." The point? Dual enrollment has been a great motivator for my kids. They discovered that their education here at home is relevant. (Something they didn't notice by only spending time with their peers. It's time spent in the presence of other adults while among a group of their peers that has helped my kids see the advantages of their broad education. They were surprised to discover that they can comfortably stand in both camps. I've said it forever, but they didn't get it until they saw it for themselves.) Hsing was not some prison-sentence that requires them simply to serve their time. Their work here at home truly is a foundation. Until they spent time among their peers, they just didn't know how good the foundation really was. In the long run, some dual-enrollment makes those last two years of high school easier - even for the courses they aren't taking at the CC. I have kids who listen to me instead of internally rolling their eyes and thinking, "Here she goes again." Peace, Janice Enjoy your little people Enjoy your journey

Pam, I would suggest that you sit down with your child and a blank planner page. Schedule a week. Include school work, chores, drive time, activities, personal time, (sleeping *giggle*), and everything you can think of. How does it look? Do-able or back to the drawing table? Sometimes actually planning the week is the quickest way to get out of the clouds and back down to the earth. AND sometimes, the week plan feels great. Just enough challenge without being overwhelming. The little schedule blocks don't lie. They tell my team when we're done developing our plan. Peace, Janice

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I can't find reputable sources that discusses this issue either. And I do not find the silence comforting. There's the old story about the truck that's blocking the highway because it's jammed into the opening of the tunnel. The adults are trying to figure out how to extract the truck without further damaging the tunnel. The child suggests that they let the air out the truck tires, so it can be dragged out of the mouth of the tunnel. Of course this is too simple. Complicated things are complicated because of their tentacles. But in the end, we all appreciate the tire tale because of the truth that lies at the root of it. Sometimes the real answer is the simplest one. Not always. But sometimes. Peace to you and yours this morning, Janice

If you look at the WTM third edition, it recommends three "Englishy" credits for the Freshman year. English I Speech I World Literature I So far, I have given one credit for grammar, composition, and vocabulary and a separate credit for the great books. For example, last year, my dd earned an AP English Composition credit through an online course. She also worked through 11 titles from the Modern book list: read, annotate, discuss, literary devices, author research, and a couple of papers. Yes, I gave her a credit for it. She earned two "English" credits in 10th grade. This year, she completed Honors Composition I at the CC in the fall. For summer session she is taking American Literature at the CC. This year she also completed twelve works of British Literature with me at home. (As listed above.) Shouldn't she get credit for that? Certainly. This year she will have three English credits. Her freshman year, she did no outside classes. But she still earned two English credits with me. :001_smile: She is slated to earn two her senior year; if she takes one class each semester at the CC, she will earn three again. We may switch to 2 1/2 by only doing a fall course at home. It depends. The bottom line? I have some rhetoric material I want to do with her, and it looks like the colleges just don't teach that any more. So I will. :001_smile: And I will give her credit for it. The transcript should reflect the work the child has done. Her lit and composition classes freshman year were over 200 hours each. I am NOT going to give a kid one credit for 400 hours of work. Even AP English classes are generally only 300 hours of work. :001_smile: So those of us who give more than one credit in English and literature are out there. And our kids get into college. I include a course info document along with the transcript that includes a course description, materials used/works studied, the method of evaluation, and the final grade. The document makes it clear that these courses were by no means skimpy. So far no one has questioned the transcript or given me the impression that they consider it "padded." If they do, they have kept it to themselves and still offered my kids scholarships. In the end, it's the test scores that count; and they focus on reading, writing, and mathematics. The transcript just backs up the scores; it tells the story of your journey. Use your time to educate. Don't stress about the transcript. It will come together quite easily once you've educated your kids. Peace, Janice

Yes, this WSJ article is what I'm talking about. Particularly the last statement, "While that means the broader economy can avoid a systemic crisis, it will struggle with a younger generation whose spending power is constrained limiting growth for years." (Can you say flat-line? :001_smile:) Ummmm.... what will be the first thing to go? If you were starting out and were setting up a budget, what would you say "No" to first? I suspect it will be investing in a 401K to save for retirement. I suspect these kids will put that off for a while. After all, more and more companies are ditching the match in order to cut costs. So I suspect most kids will laugh at the idea of saving for retirement; they have loans. ....At exactly the moment when the boomers are starting to retire and are expected to cash out of the 401K system in order to fund their retirement. The pension funds are going to feel a demand as well; they too are going to have to sell to keep up with demand for cash. The only thing that won't feel a pull is the economy. These retirees will be spending less, not more. They will produce little and consume less. All while trying to extract what they have coming from a system that hasn't stored what they put into it. It's like a huge storage facility. We have been putting into it for years, so we think the building is FULL so the huge line at the "withdrawal" window doesn't seem like a problem. In fact, only a few folks are going to be capable of wandering up to the "deposit" window in the near future, but no problem. We're not worried. After all, the building is full, right? Ummm..... what if the building is mostly empty and there is a short track from the deposit window to the withdrawal window. What then? If you don't have buyers, you can't have sellers. Regardless of the "value" of the stocks and bonds. The value of the debt and the worth of the companies means nothing if you have far fewer buyers than sellers. And I suspect we are going to see a flood of sellers soon - like never before. After all, this is the first time in history people are planning to sell their stocks and bonds to pay for their groceries. In the past, the wealthy owned stocks and bonds; most of them enjoyed the dividends and passed the investment on down to their children. They didn't "retire" with a mortgage, car loans, and consumer debt and expect to tap into their principle every month in order to meet budget. Sometimes I wonder if anyone is looking at the big picture..... Peace, Janice

He's interested in Graphic Design/Art type work... So far for the fall he'd like: Intro to Logic 0.5 cr - This looks good. Personal Finance 0.5 cr So does this. Practical Graphic Design 1.0 cr And this. Yearbook 0.5 cr This should be an extracurricular activity. No credit. Not on the transcript. continue guitar This is also extra curricular. No credit. He has plenty of fine arts credits. He's considering: Notgrass Gov't 0.5 cr This looks good. Notgrass Ecomonics 0.5 cr So does this. Spanish - semester at college 1.0 cr (for hs) Great. Art - semester at college 1.0 cr (for hs) Great. I'm pushing: Geometry 1.0 cr Yes. I would think a graphic designer should have geometry as a minimum. Intro to British Lit or movie overview 0.5 cr YOu should have four years of English on the transcript. Maybe combine with the writing course to make a full credit. Music Appreciation/History 0.5 cr Maybe. See below. Writing (to sharpen skills) 0.5 - 1.0 cr ? Combine with literature for a full credit. His transcript could look like this - 7 credits English IV: British Literature with Composition: 1 credit Government: 1/2 credit Economics: 1/2 credit Geometry: 1 credit Spanish I: 1 high school credit - 1 semester at the college Art - 1 high school credit - 1 semester at the college Practical Graphic Design: 1 credit Two of these three - one in fall and one in spring: Intro to Logic, Personal Finance, or Music Appreciation. (1/2 credit each for the two chosen) His fall line up - 6 solid courses English IV Government Geometry Spanish (CC) Practical Graphic Design Intro to Personal Logic His spring line up - 6 solid courses English IV continued Economics Geometry continued Art (CC) Practical Graphic Design continued Personal Finance If things go well in the fall, he might consider signing up for an appropriate math class at the college. The pace is quicker, but it might help him get a little more math under his belt before graduation. You could count the fall geometry semester as a 1/2 credit course in geometry. Then you could give him a full high school credit for the spring math course that he took through dual enrollment at the college. Depending on how it goes, you could do the same with the English course. As mentioned by others, four credits of English is the basic high school requirement. But a college level course taken in one semester through dual enrollment counts as a full high school credit. So if your ds took a college level English course in one semester and a regular ole homeschool English course in the other, you can count that as 1.5 credits in language arts. Of course the college course will be more work, but you can bring his transcript up to speed before graduation. If he is planning to start at the community college and earn his AA degree first, I would adjust my expectations. I would structure the schedule to match his ability. It may take him a little longer to get through some of the pre-recs (writing and math) at the CC, but he'll get there. One step at a time. Hope that helps. Peace, Janice

Not a Suze fan. So I agree, but not because she said it. ;) Peace, Janice

Here is something that really bugs me. When oldest was receiving aid letters, all schools offered him a $5,500 Federal Unsubsidized loan. The program offers $ 5,500 the freshman year, and then the amount offered increases a bit every year. Over four years, the fed gov will loan the kid, yup you guessed it, about $ 25,000. Almost exactly what the "average" kid owes. However, each and every aid package also listed a mega-more amount that the parents were expected to pay. Either in cash or loans. The kid's loan was not very interesting or discussion-worthy compared to the amount the folks were expected to ante up. And yes, there were all kinds of options for the parents. None of the options suggested that the kid borrow more than the $ 5,500. But the programs all blissfully directed the parents to the signature line. The kid borrowed $ 5,500 that first year. Of course, the kid could borrow more. (Head off to the bank to see what they will offer a kid with no credit. You will find yourself co-signing. Yes, the debt is his, sort of. In the end, the buck stops with you and your "adult" credit score.) I can't figure out why in heck this discussion keep centering on the kids and their debt. I suspect the hidden problem is the amount the parents are either spending or borrowing. Yes, it's bad that the kids are crippling their future, but I suspect that the real problem lies in the crippling effect this is going to have on the parents. The old people. :001_smile: Even if the parents have the money, it means they are not saving it for later. In an era when social security, medicare, pensions, and other sources of income for this swelling class of soon-to-be retirees are in question, this is the sleeping giant I am worried about. And how much of parents' money that they "think" they have has been loaned to these kids? After all, the money to make the loans came from somewhere. I'm tired of listening to everyone hammer at the skin of this problem. There's so much more to discuss a couple of layers down. I suspect that's where we will discover that the bruises on the skin aren't nearly as scary as what's underneath. But that would require some hard work. And the news media loves to recycle old stuff. Easier to write. Easier to sell. But uninteresting to read. At least for those of us who ever received one of those aid letters in March. :001_smile: Peace, Janice Enjoy your little people Enjoy your journey

Link: http://books.google.com/books?id=PgLPOn-8pZcC&printsec=frontcover#v=onepage&q&f=false Coupled with the catalog, the preview will help you get a feel for the program. Hope that helps, Janice Enjoy your little people Enjoy your journey

I hated foreign language in high school. I studied engineering in college so foreign language was no necessary. YEA for me! For my kids? Madame S with Potters School runs a tight ship. No surprises. She returns every assignment promptly with corrections. It's not a tutorial; it's a class with lots of regular, weekly, personalized feedback from the instructor. In our experience, papers are returned before the end of the day that they are due. A very organized, thoroughly professional teacher. She's two thumbs up at our house. Peace, Janice Enjoy your little people Enjoy your journey

Oh. Shoot. Went to edit something and now I deleted what I wrote before. Ummmm.... sorry. NOT going to type that all over again. Summary: so far it looks like CC dual-enrollment is going to work out well in the long run for dd. So it can work. You might be surprised to discover a well-respected resource sitting in your backyard. We did. Peace, Janice

Great Job, Lori!!! Great Job!!! :party: Peace, Janice