What are they using currently and how is that going? It's hard to make recommendations without that sort of info. For the 6th grader, I don't think RS goes that far and MUS is an odd sequence to switch into that late in elementary. From what I have read here, MUS Prealgebra is a hodgepodge of topics not covered in the previous levels. For secondary math, algebra 1 and up, MUS is on the light side (e.g. some people use MUS alg 1 as a prealgeba, some use it for struggling students). In general, 6th grade is a weird time to switch within elementary programs. For an advanced student ready for prealgebra, it can be a perfect time to switch. BA would only apply to the 4th grader and is rather unique, so it may or may not be a fit - depends on the kid.

I believe so. It may also help to keep open-minded on choice of major, switching the history to a minor, etc. if he happens to develop an interest in some other field where the skills he enjoys might still be put to excellent use. When you are choosing colleges, it is important to explore the quality of the career services center.

I would try to think as far outside of the box as possible. Technical writing of some kind? And, I hesitate to even bring it up, but law, if he happens to be a naturally logical thinker. The interesting thing about reading and writing for a living is that it can apply to a wide variety of content areas/fields of work.

Just yesterday, dh mentioned that when the time comes, we would look at a Subaru for the kids to drive. We had one years ago. (We are in CO.) Love my Suburban in the snow, but it is not economical. Plus, I just spent a boatload on service at the dealership on front end work. The guy told me that the "auto" setting for 4wd is only good for limited situations and that hitting dry pavement would blow the transfer case - basically, sounds like a stupid design. So I aim not to use auto anymore ever. (transfer case was one of several things I just replaced.)

There are lots of possibilities. For more depth and challenge, if he recently finished Singapore 5, check out AoPS Prealgebra.

FWIW, core, general education requirements are not a recent development and I'd guess that having core requirements is actually much more traditional. It just varies widely among colleges. Back in the 80s, my alma mater had (and still has) core requirements for all undergrads, 2 semester classes each for English, history, philosophy, theology, science, math, arts, and social science (and back then required 4 semesters of foreign language though this is now gone, I think). The university includes separate schools of Arts & Sciences, Business, Nursing, Education and a few others; however, it does not have an engineering school - it sounds like there's much more of an issue fitting everything in with engineering.

I'd just do SAT prep for the PSAT, maybe followed by a full PSAT practice test right before the official PSAT. Keep in mind that only the 11th grade PSAT counts for National Merit. Our plan: my rising 11th grader is doing SAT prep this summer. Then shortly before the PSAT, she'll do a couple of PSAT practice tests and will take the SAT at some point this fall, probably the October one (so, she'll be taking both the SAT and the PSAT around the same time). I also anticipate that she may take the SAT one more time after that, sometime between spring of 11th and August of 12th.

When I first opened this thread the other day, I thought it was going to be about suramin, which has been in the news recently. It's fascinating and might provide a big clue. However, I've also read some concern that suramin may re-set the signaling molecules only temporarily, until whatever conditions resurface that caused them to go awry in the first place. (Still, we could really use a quick re-set over here.) I think it's much more complicated than this... it depends on what one means by "meds." (So for example, in PANS world, one symptom that some people have is emotional lability, and PANS is primarily treated in a way very different from the world of psych meds with the focus more on immune situations upstream of the symptoms). Part of the alternate fever response theory that I read (no idea whether other versions of the theory differ significantly on this) is that the neurotransmitter histamine (apparently produced only in a certain part of the brain, not the kind in the rest of the body) may be deficient, but it's not as simple as adding it or make existing amounts hang around longer like SSRIs do with serotonin in the synapse, but perhaps there is a way to back up in the chain of events to fix some sort of dysregulation occurring upstream. Where I need to go back and read on this theory of alternate fever response is on the details of the interaction between, say, cytokines and the enzymes.

Zombie thread from January. Probably OP already decided.

Here is an old article on this issue, arguing that it matters. https://medium.com/i-math/why-5-x-3-5-5-5-was-marked-wrong-b34607a5b74c I agree with the comments to the article that say no, the order still doesn't matter. To quote one of them: What might help me understand the position that order matters would be the presentation of an actual elementary math problem where the order matters.

Just FWIW, for some people, supplementing D can exacerbate autoimmune issues. In many cases, due to inflammatory processes, the D measurement is low because it has already been converted into calcitriol (another step forward from D3) but adding more uses up resources (magnesium?). I don't understand why docs don't measure calcitriol more often (we've had it measured by Labcorp). It's confusing. Eta, a couple of articles discussing this, for anyone curious: http://suzycohen.com/articles/vitamin-d-testing-should-be-more-thorough/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4160567/

Piggybacking, but can anyone post pediatric levels that would point toward a need for treatment?

Dolciani's Prealgebra, An Accelerated Course was published between 1985 and 1992 (or 1996?), with the editions being pretty much the same (I know for sure the 1986 and 1988 are identical, but I have not confirmed the later ones). You can buy on Amazon. https://www.amazon.com/Pre-Algebra-Mary-P-Dolciani/dp/0395359872/ref=pd_cp_14_2?_encoding=UTF8&pd_rd_i=0395359872&pd_rd_r=CF7EAEK122NQ0F2ZCXAS&pd_rd_w=0fDtN&pd_rd_wg=SSNSL&psc=1&refRID=CF7EAEK122NQ0F2ZCXAS I am skeptical about whether the used books for sale are actually this 1985 edition because the description mentions CD ROM, etc which is not applicable to these old editions. It is common on Amazon for the various Dolciani book entries to have mixed up links and confusion between editions. So, it might be a bit of a gamble. If you can confirm the ISBN 978-0395359877, then it would be the real deal. There are a few on ebay: http://www.ebay.com/itm/Pre-Algebra-An-Accelerated-Course-by-John-A-Graham-Mary-P-Dolciani-and-Robe-/201943606159?hash=item2f04c6e38f:g:d8cAAOSwa~BYO72y http://www.ebay.com/itm/Pre-Algebra-An-Accelerated-Course-Mary-P-Dolciani-Good-Book-/192200107586?hash=item2cc004e642:g:d8cAAOSwa~BYO72y http://www.ebay.com/itm/McDougal-Littell-Pre-Algebra-Student-Edition-Pre-Algebra-1992-/272413274560?hash=item3f6d18b1c0:g:JTcAAOSwzaJYAM9y The prices of some of those editions on Amazon have gone up to ridiculous amounts. An interesting find this morning, 1988 Mathematics Structure and Method Course 2, which I believe is 8th grade math: student text and teacher edition. I've never seen those before. Answers to odds are in the back of the student text. There are plenty of problems, usually enough to only assign odds.

The article above linked to the clinical trial. The dose info from the clinical trial: Broccomax lists sulfurophane glucosinolate at 30 mg per capsule. I'm not sure how that compares to the product in the study. Source Naturals has a broccoli extract product that is 250 mg per tablet, 1000 mcg sulfurophane. (I'm not going to try to convert umol to mcg or vice versa; I'd go with the 250 mg broccoli sprout extract per gelcap the study describes.) (ETA, when our old ND had my ds on Broccomax for liver purposes, it was 1 capsule per day)

Play a thread title game instead. Scanning quickly, sometimes with a few words dropping out, pair together two or more thread titles next to each other that together seem silly. For example right now, looking at New Content, I get: "what do you do with your family, do those ultrasound pest controls work?" "I hate team sports, strange things that people say to you in public" Hopefully that illustrates the idea. I could list more examples but I'd probably offend someone.

A well-known PANS/PANDAS doc has discussed the alternate fever response at length (Dr R. Trifiletti, neurologist in NJ). ETA, for example, in this older slide show, his theory on alternate fever response is described. Involves insufficient histamine (in its neurotransmitter capacity) that is specifically produced in the posterior hypothalamus. I only learned of this recently and haven't quite figured out his idea. It does fit with other things I know. I wonder if both theories could be correct, PANS/PANDAS molecular mimicry and the alternate fever response. We have used sulphurophane (Broccomax) in the past with no obvious symptom changes, but from what I understand it may also be helpful in light of my kiddo's lovely liver-related polymorphisms.

google any college and "common data set". That will usually pull up the actual common data set document or else a link to a page on the college's website with some data. Not all colleges publish the actual common data set form. The common data set will provide scores for the 25th and 75 percentiles - I believe in the CDS that's usually among accepted students, not among those who then choose to enroll (there's a slight difference).

https://beastacademy.com/pdf/3B/printables/BlankTimesTable.pdf https://beastacademy.com/pdf/3B/printables/MixedTimesTable.pdf It doesn't matter.

There isn't any point unless perhaps your student really needs standardized test practice. The only PSAT that counts for National Merit or for National Hispanic Recognition Program is the PSAT/NMSQT in 11th grade. My boys took the PSAT 8/9 this past year in 8th grade (completely cold, of course). It is supposedly shows what score they'd get if they took the SAT on the same day; that is, by the time they take the SAT in a few years, growth in score would be expected. (So one of the scored in the 99th percentile for math but the score was only in the 600s.) Eh, I don't think the scores are meaningful at all. They are the types of kids likely to benefit from prep, so I don't think much of unprepped scores.

Just thinking out loud, it seems to me that structure helps put spatial thoughts into the necessary linear format, essentially, preparing a detailed outline but with very specific requirements for each place in the outline. It can start out as filling in blanks. Once the ideas and info/evidence/quotes are on the paper, the "thoughts" part is nearly complete, and efforts can focus on the "language" - connecting words, etc. For a person who may think that they don't like writing, structure may be comforting, get them over the hump of being overwhelmed with an open-ended assignment/writing prompt. I had switched the boys over from a Montessori in mid-7th grade. In 7th, the Montessori was focused on getting the students to write voluminous amounts of whatever and the plan was that they'd learn structure and format later in 8th. It was totally the wrong approach for my guy who would sit in front of a blank page for hours. The STEM school's approach brought to mind scientific articles and such. There was a fair amount of writing on combined social studies/language arts topics (connecting novels to whatever they were learning in history and writing about those connections - lots of specific requirements for where and how the evidence was placed in the structure). At first, learning the ropes at the new school for very specific ways of writing paragraphs and essays was probably a little tough because of the timing in mid-7th, no time for a slow introduction, jump into the deep end of their method. It'll be interesting to see how their method is taught in the beginning next year as I have another kiddo heading into 6th. Fingers crossed for next year at the private high school - I hear the 9th gr honors English teacher is brutal but I'm much more confident in ds's writing skills than I was a year and a half ago. ETA, for my ds, logic is a huge strength. It may be that a writing structure helps tap into that strength. Also, as Ruth mentioned with her ds, I personally learned how to write as a professional adult by remembering basic proof writing. One day when I got to the end of a written argument, I had the urge to write QED and had that huge realization. It was so much easier after that, knowing that I didn't need touchy-feely, flowery English-teacher language (a weakness) to write persuasively.

I can only relate what *seems to* have helped my kiddo and I am thankful that I was not in the classroom with him. He came a long way the past two years with language arts and two things seemed to help: (1) his STEM middle school taught a very structured essay format. As in, extremely specifically structured, down to which sentences in every paragraph were doing what and how the supporting evidence was to be laid out. (Students would be marked off if they deviated.) At first I hated it because it was too rigid and made for some ridiculously long paragraphs, but I think it really helps someone who thinks the way he does; it amounted to a very detailed blank outline that he could plug into, back when he was starting out. Hopefully he's comfortable enough with the logical flow to be able to deviate from that format now - I think that was the point. (2) He has used a website (grammerly maybe?) to help him edit his grammar and I think it's really helping him learn to write less awkward sentences. That's my hope, anyway LOL. The private high school he will attend (in 11 weeks! eek) placed him in honors English and I'm a little bit scared. We shall see.

How old is the student? The only one I know of is Patrick Suppes' First Course in Mathematical Logic. I haven't looked at it in a long time so I can't remember what age, but I'm thinking middle or high school for an accelerated kid. Link to free solutions PDF. If you search the forums here for Suppes, you'll find some discussions about it. ETA, the Amazon link includes a preview. It looks like a middle schooler could handle the beginning though the preview doesn't go very far. Ah, a quick google turned up one of those fascinating old posts by Charon.

Moving and finding a school that will take his homeschool credits and has the coursework you want (whatever that might be) sounds like a lot of unnecessary trouble for just two more years of high school. At this point, he might be able to build a more competitive app staying with homeschooling. Are other types of outsourcing a possibility - online classes or dual enrollment? How are grades going? Have you started considering when to do standardized testing? What kinds of classes does he need for junior year?

I think you'd need to look at individual high schools, not school districts. But, you'll have the same problems, lists that may or may not be accurate and may not reflect how much of a fit the school might be. While I'd pull up whatever lists you can find, you should also google, at a minimum, the School Profile and course catalog for each school you are considering. "Highly regarded by colleges" implies that your child may be looking at colleges with some level of selectivity. Is that the case? What grade is your student?

I think it makes some sense that most high school students aren't ready to take college classes *during* high school. That is probably as it should be, notwithstanding quality concerns about those "college" and "high school" classes. I have doubts about there being data available on grades vs AP scores. How many of AP are college bound would be a good number to compare. At our neighborhood public high school that I cited above, apparently 94% attend "college" in some form. At my boys' private high school, the stats aren't very far off from our neighborhood high school, just a bit higher as one might expect from a high school that doesn't admit everyone. 99% enroll in 4-yr universities, 64% OOS, 36% in-state, 53% public and 47% private. The colleges run the gamut from non-selective to super-selective. Average ACT 26.8. Out of 900 students, 317 students took 609 AP tests. 86% of those taking an AP test scored 3, 4 or 5 on the exam. In this example, even though some of those tests presumably were taken by underclassmen, I would assume the seniors also took exams as underclassmen, so I think it's fair to guess that, say, among the 200 seniors, students took 609 tests over their four years. A group at the top will have taken 6-8 tests and many will have taken 4-5, so even in this entirely college-bound population, a good number will have taken zero APs. Extremely few will have taken, say, 10. The school allows anyone to take an AP as long as the prerequisite courses have been taken, but they're very strict about math and science placement for freshmen, which affects both the math and science tracks. The only AP commonly taken before jr yr is AP World in 10th but I don't know the percentage, maybe half. Does this stat work? https://www.collegeboard.org/releases/2014/class-2013-advanced-placement-results-announced