You just made me hunt down our county numbers for pass rates, and they are pretty abysmal. Less than 50% pass (3 or higher), with some like chem, lit, and world and us history down in the 30’s. Ouch. One high school had dozens of students take their only two APs, psych and lit, with only one pass.

I’ve wondered about this. I’ve read the advice given many times that it’s the AP class itself that is showing rigor and is the attraction for AOs, and the test score is primarily for potential credit or course acceleration per college policies. GPA weight for admission or certain scholarship programs reinforces this, as the AP bump is agnostic to exam result. Incentivizes this kind of behavior if AOs really don’t care. As homeschoolers, I’d strongly assume we’d need those exam scores for external validation though. This becomes an unwelcome constraint for something like the Florida Bright Futures scholarships. High GPA is required for the greater rewards, and AP is weighted. Class+AP exam for a homeschooler would appear to be normal weight, even if the class was of extremely high quality.

Malam - Thank you for the leads on SAT prep. This is going onto my exploration list for all the great resources this thread has provided. We haven't started PSAT/SAT prep yet, but that's right around the corner and getting that into our rotation makes a lot of sense. We'll check out career explorer as well. I just ran through the questionnaire and discovered I missed my calling as a cytobiologist! 🙂 I am a HUGE fan of Anki and it became the core of my studying since Barbara Oakley's Learning How to Learn MOOC. I used it for language school with techniques from Gabriel Wyner's language learning book, and used it for our AP Chem last year with kiddo. We're trying a few new methods this year to see if they connect with her a bit better. She doesn't enjoy it like my data-driven geek brain does, so we're going to experiment with Tony Buzan-style mind mapping for notetaking to see if her artistic brain builds associations better that way.

I hadn't seen the UGA stats above before, but it's not surprising. Reading between the lines at the published weighted GPAs for selective colleges shows a clear preference for 4.5 or above. Even UF is claiming the 50% candidate as 4.4-4.6 GPA and almost 1400 SAT. Despite lacking an announced average AP, those numbers just aren't getting there without the 5.0 GPA AP (/honors/DE in some cases) modifier on the scale. EDIT: UF will weigh GPA for DE courses to a 5.0 scale for core classes only, but their site says any AP class will GPA weigh to 5.0.

I really like this. This is a great example to me of being very tailored and well-planned in navigating all the different options to find exactly what the kiddos need and want, while building on strengths and minimizing snags.

UF looked like a good goal to shoot for and is a sweet spot in the value/quality proposition. The tuition is dirt cheap (<$7K), FL may pick up the tab through Bright Futures completely anyway, the selection rates are not overly onerous, and ratings and academics are very good. Not an Ivy or T20, but a #5 public (tied with Chapel Hill & UCSB) and #28 nationally (now tied with Tufts, NYU, UNC, UCSB & Wake Forest!). All the big flagship stuff. 45 credit transfer options. I have a very good amount of GI Bill money I've transferred to her as well, and given how cheap/free UF would be, we could save the entire amount to potentially pay for grad school anywhere if she chose. UF's 30% accept rate still puts it in USNWR's 'most selective' category, and they claim a 50% admit at 4.5 GPA/SAT1350-1490, which looked challenging but by no means insurmountable! We'd be happy to help pay for wherever she wanted as best we were able, but a #5 public tuition-free with a pile of government scholarship money in the wings would be a heck of a leg up! Obviously this is just a basic target or baseline to lean toward, but a solid option. She's shown mild interest in it, but if she wants to try for anywhere else, we'd be perfectly happen to figure out a different plan or strategy to try and make it happen. If she ends up wanting to go to a small LAC, big/small city, west coast, north east, specific programs, etc etc then bring it on. It's true when you say she hasn't shown interest in pushing for the highly selective colleges, but I suppose we haven't really set a fire to push her for it either. Starting 10th grade now, we are focusing on keeping homeschool academics in our crosshairs as we ramp up progressive rigor, but haven't really began the search and touring of colleges and previewing post-secondary life. I know when I was that young I had little comprehension about what it would take to go to a good school or even how to compare (aside from my Bay Area mindset of "Stanford gooooood"), and I don't want her to be as ignorant of the options as I was. We're just not there yet. I'm going to take this as a good reminder that we need to keep broadening her horizons and keeping those longer-term goals in mind! The time moves so fast. I'm aware that junior year (STARTING NEXT YEAR. AAAAAAA) can be the pivotal one for earlier admissions, and senior year is too late to show longer-term interest in larger projects that need years to develop. Yikes.

True! It would be a bit of an analysis for how valuable that saved time might be for a particular institution vs what a more stringent college might offer. More selective universities seem to have universally stingy credit policies for obvious reasons. I suppose if you can jump though the hoops to get into a place like that, you should probably take the time to enjoy the ride.

An excellent point, and well taken. Those AP credits would really be there to provide a menu of options depending on the school and credit transfer regime they offer. UF has a quite generous 45 credit transfer limit and would be a clean kill, something like Cornell would allow perhaps a dozen from only high score hard sci or math. I didn't see a downside to having the ability to add to the credit pool, especially if I was intending to follow a similar progression for major classes. My eyes are more open to DE possibilities especially in the upper levels, but capturing those might be a bit tricker (we're in a "rural area" for my district designation, and the nearest college with 300-level courses looks to be over an hour away).

Our own 'why homeschool' began with a lot of military moves that made continuity in a local school system impossible, then eventually a hard look at how wasteful her time was in class lost in a sea of kids and piled on every night with busywork dominating her time. It was bad enough that us as parents were putting in full days and sometimes nights at work, but even when we were all at home together the kiddo would be poring over worksheets and assignments. It was awful. So for us, freedom of how to approach her education and hands-on family time are huge benefits for our homeschooling. Yes, the AP courses have a long list of topics to cover for their particular subject, but for the core classes we've been exploring they seem to be very worthy items for pursuing and we have the freedom to select our books and materials, set our own pacing, assessments, grading standards, learning order, etc. I like the way they have chem, bio, and history set up. I can't yet judge some of the future courses so my assessment may change, but we aren't so much 'teaching to the test' as exploring a large body of material in good depth the way we want to. We can judge what independent work we assign based on her available time and what she might have assigned in her other classes between us as the parent teaching team, measures that a public school teacher wouldn't consider (why should they care or be compelled to discover all the homework assignments for all other teachers in their grade at that school?). We can find engaging YouTube creators who can bring some more life or interest or expertise to the subject (so many covering specific AP topics and in simple progressions!), and can drop them and go with another set any time if they aren't connecting with kiddo. We select our own problem sets. So it does give us out-of-the-box, but with the constraint of a topic checklist for coverage. Class for kiddo becomes one-on-one discussion and exploration of the topic with the parent-tutor. If we get hung up on a topic, we can judge whether to hold in place and keep working on it, hitting it from a different angle, come back to it later, or drop it all together if we judge it to be less important than another topics. This is all hugely important to us, and one of the reasons we found ourselves leaning into the AP model. Even if we are replicating a public school model in class pathing, this is also family time, and I can't overstate how great it is that I can read Ghenghis Khan and the Making of the Modern World together with her as we hack through modern history as a collaborative goal. We saw most schools with strict requirements on who and when they can take certain courses in very set paths with prerequisites (no AP Chem without Chem I...no AP Bio without Bio I...taking Calc BC requires a go-ahead from another teacher, or exam scores, or whatever. So.Many.Prereqs just to knock out bio/chem/physics) and notoriously oppressive amounts of homework. Our kiddo never loses sleep because she can't get through her whole workload at night. She still has time to decompress or pursue other activities (especially art). So many traditional school students report hectic sleep-deprivation pacing and workload, especially the ones pursuing college prep tracks. We can be the judges of if she is ready for a course, not their published course path or the whims of their decision-maker in the school. Yes, the end-of-course exams are a levy against our time, but test taking skills are an unfortunate necessity that she'll have to deal with in any future educational environment, and the AP exam scores aren't the same as the scores and grades for the course itself, which we can assess completely independently. We get the freedom to do our test review prior to the exam as much or little as we want, and really dig in on weaknesses. The open standards and plethora of materials out there for every AP class make this very straightforward. Lastly, depending on institution, this really is a good opportunity to pile on some early college credits. I've been using the Florida university standards to guide our thinking on this, but many state systems are similar. If we even get to half of the courses on the overly-ambitious list in my original post, then the majority of her gen eds will be complete and she will have unlocked a lot more freedom in her future schedule for interest-based classes, potential minor concentration, or just free time/earlier graduation. Also huge, huge benefit. Those gen eds aren't going anywhere, and being able to focus on her major right out of the gate in college would be a wonderful leg up. The burden on us now by following this kind of track and doing some of these courses doesn't seem insurmountable, but I do recognize the constraints and challenges particularly with an aggressive junior or senior year. So especially for core science (bio/chem/physics), math (stats + calc), socsci (modern world, us, gov), and ELA, I'm enthusiastic at the opportunity to offer it. Based on the outstanding feedback here, we have a lot of tinkering to do (especially in the upper class years) to shake out a more interest-driven path, but I think a strong set of bones in this body of courses for the core offerings at minimum still favors consideration of AP. That said, many of the perspectives stated here have been strong proponents of DE, so we'll explore that more starting next year and give it fresh eyes. I'll order that one as well, thank you for the advice! We've been kicking around the idea of capstone projects, and leaning toward a programming challenge makes a lot of sense.

I love this post and perspective. THANK YOU to everyone who took the time to give me guidance here. It has given us so much to think about. This is all exactly what I was looking for.

Oof. We'll get moving on that, thank you.

I should say psych was an interest area that was touched on for a half credit or so in middle school. My spouse has an education credentials in the nursing field and wanted to bring some more perspective on that side of things. I agree that both Econs mixed with gov may be overwhelming, but was "mentally justifying it" with an open math slot in that time frame. It might be more realistic to say it's a placeholder depending on STEM/humanities/etc track interest to supersede it.

I should have stated up front that we do consider her art as credit-worthy development. Facilitating that as best we can is a major goal for us and we plan to do that as much as possible, and it will be on her transcript. I have no compunction about that part of the curriculum, but did not include it in my original post when I should have. It was more the AP-centric nature of the course progressions I was programming that I was looking for fresh eyes on originally. I used UF's credit equivalency chart as my North Star (https://catalog.ufl.edu/UGRD/academic-advising/exam-credit/#examstext), and saw other state institutions of roughly that level have similar numbers. There is a lot of deviation of course, with certain well regarded publics like UVA and so forth having much stricter credit policies. My concern for DE vs AP was in transferability. Aside from not having local access to a major university, there's nothing in particular keeping us in Florida aside from this was where my last duty station was before retirement. DE credits may be great for the FL system, but if she decided to attend across the country it would not have the same level of recognition as the universal AP credit, highly dependent on school. This is a hedging-our-bets look at it given she hasn't expressed any particular college or location yet to focus on. I'm sort of building a baseline for us to default from as she picks out what, where, and how (and if) she wants to go and study. The heavy science this year (bio, APES, marine) is a really good point. Bio is the emphasis sci, with enviro block-scheduled and an attempt to capitalize on chem/bio being fresh. Marine bio is interest driven and a bit more ad-hoc, plus we are near some interesting coastal ecologies. My wife does the enviro and marine side, with me as bio, and we're trying to link it up together for a cohesive whole as we go. Gov/Econ/psych. Good point. Gov is a requirement, and Econ highly recommended. I expect a 1 semester gov, 1 semester macro might be more appropriate. I find micro interesting and would have to find time and interest to make that one happen if she was amenable. Your points on clumping though is really sticking with me, no pun intended. I need to think about this and its a great warning against burn out or over-saturation in the schedule.

This is good food for thought for me. I see AP Lang as sufficiently important to provide guidance on college-level writing and essay work, and the composition texts and readers I've collected are interesting and worthwhile. AP Lit is a backstop 'maybe' for senior year as a default position to explore higher level lit on a humanities track. A bit of an either/or with higher sci for the STEM side if she wanted to go one direction or another. I need 4 year credits for ELA in most uni recommendations. I've been using the admission reqs and suggestions from the big five or so public schools in FL for my baselines. The FL Bright Futures option for funding is she hits the SAT/ACT, credit, and volunteer hours is also a compelling benefit. As for as skipping CSP for CS-A, I was concerned going in to a raw programming formal course might be too much or too heavy for structured comp sci. I liked that CSP from a provider like code.org, the Harvard CS50 AP-CSP, etc gave a lot of time and emphasis into the wide range of applications and the creative side of CS and still lead into programming and a creative expression via the self-built tasking. CSA as the followup looked logical if she had even a modicum of interest in tech or skills related to STEM fields with programming aspects. Would you recommend CSA vs CSP+CSP progression for someone not yet committed to a CS or STEM related pathing? I know CSP isn't considered particularly rigorous by any means, but as a vehicle for discovery and appreciation of the wider world of tech/computing?

I'll pick these up!! Thank you!

Farrar - Harsh is good, and your feedback in invaluable! This is exactly the kind of sanity check and criticism I need. I can't thank everyone on here enough for their perspective. I don't want to slap things together in a bubble and miss the ramifications. Absolutely agree on 2 prior APs do not mean future success. We're looking at 4 this year, and that will be a check on workload and desire for this level in the future. I am under no illusions that if moving up to 4 (especially since three of them are in core subjects) causes issues, excessive frustration, grind, etc then this house of cards implodes and trying to follow arbitrary College Board rigor is not appropriate. More importantly, the development of the hook or theme across the transcript is something that we have little to address. As you pointed out, this setup is very much a parent-created construct and I know I'm stepping in with a 'program maximum' to deviate from. I don't yet know how to guide this part to build the passion and direction side of things, and I'm struggling with it. It's 'easy' for me to plan out the core stuff and try to make the rigor manageable within our capabilities up to this point, but helping her stand out from the sea of others in the same bucket is something that I need to work on. Your point on progressive challenge is important, and I looked at typical curricula for college prep tracks and worked backwards. Eng 9, Eng 10, AP Lang, AP Lit for ELA, and so forth. That physics setup was really the sticking point, and seemed to benefit from if we wanted to offer C in senior year, then having calc be junior would position us properly. History going from HUG (which was very enjoyable!), to World (also love!), to US, to Gov/Econ seemed to make sense across normal expected high school requirements and for the state systems. That physics lineup is overkill, I must absolutely admit that.

C before full calc?? You're blowing my mind, but I could see after a good precalc how that might work very well. Is there any lessons learned or suggestions on which math and sciences you had good success with on the DE side post calc/C to set them up for their college majors? Was there any courses in particular that threw a monkey wrench in the works when combined or stacked? We saw AP HUG had a much lower time levy than Chem of course, and some future ones like CSP might be pretty easy to navigate. I'm trying to make some of the heavy hitting core courses more palatable by finding ways to build on each other. The first unit of bio, for instance, is a breeze since its right after extensive chem and a&p work, so its a very quick and straightforward review before delving into cellular topics. It gets me thinking about the utility of scaffolding other courses together a bit more. Bronx HS of Sci has a combined AP Lang/AP USH course that caught my eye for instance, to align their reading and writing. I could see the programming in CSP be leaned into Java vs Python/Swift/C/etc to transition into CS-A much easier. Or US History + US Gov/Politics coming together. Still have a lot to research on these to have them makes sense, though. Just a seed in my head at the moment. Stat and Econ perhaps.

I wish DE was a more realistic prospect for us, but there is no four year institution near us and the state college options are limited to very basic gen ed. We opted to plan for AP instead with an eye to more universal acceptance of rigor/credit value. This could change if something catches her eye. We do get College Board audit approvals for our courses and plan to continue that into the future. I was very pleased to see that the audit process was incredibly simple and quite lenient. The texts I've found in their sample recommendation lists have been plenty to choose from and always include something interesting. I can always bring in my own materials for enrichment, and getting a syllabus approved using the unit guide method makes for a very straightforward method of giving body to our work. I've seen extensive references on various boards that college AOs are more interested in the AP class itself (ie, an approved designation) and the resulting grade over just the exam score. That was generally in the context of traditional schools though. It is hard to assess how a university would look at a home-graded "A" on an AP course with a low exam score or no score at all. You weren't kidding about art history. When I looked up that course, it looked like a huge memorization exercise of 200+ very specific pieces and their contexts. My spouse likes the idea, but we'll see if kiddo wants to take the bait. We could see AP ArtHist as the possibility to knock out a pre-req for a future art major if she wants to take that particular passion into college for her focus, but am concerned it might turn into a slog of Anki decks and dry cultural references.

EKS - We're fortunate that the local public has most of the exams on our roster and tests off-site very close to us. There are a few they don't offer, so I've been shopping around to locate the remaining outliers. At first blush it looks like we'll be covered for exam availability. As for building interest, we are definitely in that mode where we are offering exposure and seeing what takes. As mentioned above, her artistic nature is definitely there, as well as a facility with tech, but outside of art she hasn't wanted to commit to a class-like exploration of other topics. This is making a lot of sense. I'll discuss this with my spouse and talk through the scenarios (I do science, math is on her plate). I agree completely. We try our best to give that downtime and zealously guard her free time, off periods, and weekends from school encroaching. To those who have done Physics C at home, how was the experience? I can start another thread if more appropriate. Thoughts on skipping Physics 1/2 to go to C, and doing Calc concurrently instead of a year ahead? Ideas for progression post-calc BC and post Phys C? And was this for a STEM aligned kid or part of their core on the way to a different path?

I'm quickly coming around to that position. I haven't been particularly impressed with the MS offering for comp. I have other programs to step away to once we milk it for what we can. Their included text is atrocious. The stats-before-calc sequence was selected to give her some context for real-world math and to perhaps build some interest outside of the abstract. My spouse is teaching that one and has years of experience in the the medical field, and she is excellent at linking the two. But you're right; the way we have it set up will cut out any available time for other math exploration outside the AP course load. As it stands right now, our student hasn't expressed any interest outside of the basics, so we haven't spent a lot of time exploring things like the AoP offerings. Bio: Yes, the standard Campbell text. I just dug into it again, and you called it. It appears units 1-5 map very well to to the CED, then a jump to unit 8 to finish with Ecology. I cross-check our class work with AP Classroom content and test prep books to make sure I'm staying on task, but you just gave me more reason to keep a tight look at our flow. That said, I love the Campbell book and really do hope we can maximize the content from it! 8filltheheart: Our student loves art, but has made it clear this is something she wants to pursue at her own pace, time, and means of her choosing. She will have bursts of massive creativity and spend a weekend creating or working through YouTube tutorials on digital techniques, but does not respond well to us trying to structure around it. I've learned to let her do her thing on this, but be right there with all the supplies, books, space and time for her to self-develop that skillset. That aside, she hasn't had a lot of interest in other areas either expressed or when we probe. Creating this typified 'rigorous college prep' curriculum is a default position to keep as many doors open as possible of as many levels as possible. She enjoys the classes we teach and is fine with the schedule as we propose them, but spouse and I are the ones programming this out to hit state requirements and conforming to university desires in absence of a directed path of her own choosing. I must emphasize that the plans I detailed in the first post are completely dependent on her own wishes, and we are willing to pivot on a dime if she wants to path this way or that. Absolutely the magic of doing this at home is being able to tailor this for the kiddo, but she is 'going with the flow' for now.

You're spot on here. Without being able to approach it at our own speed, I don't think it'd be possible. We had a fairly bad experience when we dipped into FLVS back in middle school for a year, and since then we've committed to keeping all our courses in-house so we can control our schedule and workload. And I agree on the Physics path. My thinking is: - if AP Bio goes well this year and we get through the material: proceed to Phys1+2. If that goes well and Calc goes well and she is looking at STEM options, proceed to C. If humanities, consider an interest-based science or off-ramp. - if Bio is a rough road, then normal Physics 1. That would be good to off-ramp. Only if high interest and good calc skills came out in junior year, and looking at STEM, then consider C.

Thank you all so much for the inputs! Perspective is very appreciated. I have struggled to find other parents in a similar high school age bracket to discuss some of these options. Absolutely agree that these are 'in pencil' plans. I have no illusion that maximal programming across multiple years will survive the reality of her wants and desires as she progresses. I admit to being an over-planner with a bit of time on my hands, and a desire to provide some guidance that I lacked during my own upbringing (I had very hands-off family members who did not especially see value or instill drive in post-secondary education). Clemsondana - Agreed on the credit values. I've been keeping an eye on equivalency credits for various exams and they really run the range school to school. Our state flagship has surprisingly generous credit policies, so a vast number of credits might be on the table if the exams work out well. How that actually translates to major requirements is up in the air, depending on which way she'd want to go. A 'nice to have' for the most part. Outside of FL or in the private school world, the value of those scores appears to fall off rapidly. 8filltheheart - Agreed on the overlap. Honestly, the CLEP serves as a bit of a goal to work some specific writing skills to shoot for this year, while being a preview of the wider essay writing variety for AP Lang. It does appear the scores fall into the same slot with most institutions, if they even recognize CLEP credits. This also serves as a bit of a trial for the Modern States approach with an online course, whereas most of our homeschool content has been a mixture of various books, selected texts, and parent-discovered enrichment items online. As for replicating public school, you're spot on. I've struggled with how this is a very formulaic plan, but I have found plenty of flexibility in how I go about it during the class day themselves, as the kiddo seems to do well with a fairly predictable routine when we digest content with a clear rubric the way the AP CEDs are set up. This could definitely change if she becomes bored or listless with the day-to-day of it all. Roadrunner - Physics is a weird one, and I'm not firm in this particular setups. I was working backwards from the idea of tackling the Physics C courses in senior year, so that would favor Calc the year prior. Physics 1 is the algebra based one of course that should be able to follow chem and bio without another pre-req, and would also serve as a foundation for all the material in C, just not with the 'real-world' math in place as I understand. I also consider it a last crossroads point for her major sciences, so if its clear during Physics 1/2 that she is not getting much out of it or would be uninterested/unsuccessful in C, then we could simply drop the plans for C and find something more appropriate for that time slot in senior year according to her interests/intended majors/etc and have completed enough Physics to give her that good overview of the main science subjects. I was on the fence about attempting a combined AP Physics 1 + 2 in one year, however. I saw several schools here and there do offer that combination, though most offer each as year-long courses. My scan through the textbooks recommended by the College Board showed mostly overlap between the two. When I got my hands on one of the books, it was built in such a way to teach both... so I'm looking at our ability to get through the entirety of Campbell Biology this year as a gauge if we can tackle another full-size college level text next year. Lastly, Physics 2 covers the second half of the C curriculum, so it seemed some benefit to easing the path for the top-level stuff potentially down the road. .... wow, I'm really overthinking this stuff, hm... As far as the load, I only have the previous year to judge from, but I believe its only been manageable due to the magic of not being in a brick-and-mortar school. With my spouse and I as kiddo's 'teaching team', its been workable to find this or that synergy between her classes that a public school couldn't, such as her writing or lit reading assignments overlapping with history, or block-scheduling around whatever class needs some acceleration or emphasis. If I saw this curriculum as a normal schedule for a high school kid, I would assume they'd be drowning in homework and without sleep or a spare moment for reflection or fun, but it hasn't been that way. We try very hard to maximize our hands-on time to cut the homework out but give lots of prep time for exam prep. It wasn't perfect last year, but I learned so much. I'm hoping I'm not biting off more than we can chew as we ramp up the level each year.

Hello all. Long time lurker, first time poster. Looking for a sanity check on a high school curriculum for DD14. We are Florida-based, with a loose goal of being competitive for UF or similar flagship state school. Teaching duties are split between myself and spouse and all in-house, and we are just entering into 10th grade now. Current plan for 10th: - Eng 2 (Modern States College Comp, looking to CLEP this year), AP Bio, AP EnviroSci, AP World, AP Stats, Spanish 2, with some additional interest work in marine science and anatomy & physiology (spouse hails from medical field) 11th: - AP Lang, AP Physics 1+2, AP Comp Sci P, AP US History, Spanish 3, AP Calc BC, AP Art History, with some studies in art and design, financial literacy, etc. 12th: - AP Lit, AP Physics C, AP Comp Sci A, AP Gov, AP Macro/Micro, Spanish 4, AP Psych, extras TBD based on demonstrated major interests. We recently finished up 9th with good scores on AP HUG and AP Chem. Basically we worked backwards from FL state university entry standards to build a skeleton for necessary credits just prior to 9th, then when we looked into what AP courses took. Suddenly it just seemed to make sense to work to the AP courses as we went, and I liked that the syllabi were nicely laid out but still gave me flexibility for textbook selection with staggering amounts of free resources everywhere. As a result, our schedule has this totally ridiculous 15-20 APs programmed out. Basically, are we crazy? We sort of figure, 'why not AP' if they are in core classes for the most part across the curriculum, and the DE options in our immediate area are either poor in quality or too remote. The workload has been manageable and the teaching has been enjoyable. We're tinkering with aligning our year to the exam season, beginning a bit earlier in summer and concluding for break shortly after the tests. I'm pleased with AP Classroom's support and structure. Kiddo hasn't made any decisions yet on her direction for major, university type, or location yet. We kinda figure providing this sort of 'high rigor' template for the core stuff would give maximum options later, particularly on the STEM side if the interests develop in that direction. EDIT: Now leaning toward: 10: No ModernStates for Eng2. 11: Physics C-Mech (no 1/2). CompSci of some variety, not necessarily CSP. 12: Physics C-E&M as an option, either full year or semester length based on how Mech goes. Probably dropping Spanish4 for DE Math depending on interest. Psych a placeholder for DE options in major track, or senior projects. CompSci progression from 11th, perhaps still CSA or something more intensive if CS-tracking. Drop an econ (probably micro). Goals and context: - Rural Florida, one-stoplight town. Nearest community college 30 minutes away, no four-year colleges - Targeting state flagship (UF) or better - Both parents teach/facilitate