You can also google the high school's School Profile for at least some info. Note that some high schools require the student to take the AP exam at the end, whereas the exam may be optional at others. Our neighborhood high school has about 2000 students/500 seniors and an average ACT of 24.6. Last year's School Profile includes the following: With almost a quarter of the senior class being AP scholars, the top students are obviously taking a lot of APs, and presumably, the rest of the students not so much. So in that school, I don't think anything remotely resembling a majority of students have taken APs. On the other hand, the school profiles of the local urban high schools, AP stats are not listed (though some AP courses are offered) and average ACTs are in the teens. There's a lot of data out there but it's surprisingly difficult to immediately google the points I'm looking for, that really, most public school kids are not taking APs. I guess this will do, from the College Board: An earlier article states that about a third of public high school graduates had taken an AP exam in 2013, with 20 percent getting a score of 3 or higher.

Our neighborhood high school is about 8 miles (15 minutes not including traffic). My kids' private high school is 16 miles (25 minutes not including traffic).

This. In particular, AP Human Geography has a reputation for being one of the easier AP courses. There may be reasons for kids to take it (e.g., if they're interested in the subject, if they're trying for the AP scholar designation, or if a certain score on the AP exam might fulfill some sort of core requirement at a college they might attend). But generally, it may not add much value for selective college admissions or for selective college credit.

For college admissions purposes, the only examples I've ever seen on these boards is the Air Force Academy and Grove City, as you explained in this old thread http://forums.welltrainedmind.com/topic/506012-what-colleges-do-not-accept-latin-for-admissions/. If anyone has updates to that thread, that might be interesting! Otherwise, I don't think this is a concern. (A couple of my kids are taking Latin in B&M high school as their foreign language.)

Off-topic but FWIW, there is a big difference at the high school level, if that's the age being discussed in this thread (I'm not sure?). Unlike elementary, in the areas I'm familiar with the Catholic high schools are almost always independent rather than being associated with a parish. (By August, the three oldest of our six kids will be attending such a high school; there is no sibling discount. Tuition is a lot more than for a parish elementary. ETA, however there is also financial aid for a significant percentage of families.)

Diet advice: google eating low carb on campus. Lots of suggestions to read. First one that comes up: https://www.verywell.com/avoid-the-college-carb-trap-2242084 More generally, the big picture: https://www.dietdoctor.com/low-carb

Another way to treat would be toward the root cause of PCOS, insulin resistance (low carb and/or metformin) Supplements to look at for hair growth generally: sulfur (MSM, methylsulfonylmethane) or biotin

There are lots of old threads discussing AP, AP vs DE, etc. One recent thread: http://forums.welltrainedmind.com/topic/644712-9th-grade-which-ap-courses-is-it-okay-or-normal-to-take/ Some reasons to do AP: 1. One way to demonstrate rigor for those students who may be applying to selective colleges 2. Possible college credit for introductory courses, especially for somewhat less-selective colleges (credit is hit-or-miss at more selective colleges) 3. Opportunity to start college with a higher placement in a particular subject 4. May be one way to validate homeschool grades. Note that a student may take an AP course from a provider without taking the AP exam and vice versa, may self-study without a course but take the AP exam.

Maybe, but that will depend on which test is a better fit for the particular student. In many cases, a student looking for merit should take both tests if there is any question at all about which will be a "better" score. There are few areas as ripe for return on investment as effort to optimize a good student's test scores. As 8 mentioned above, there are at least a few elite colleges for which the reported old SAT scores were higher or roughly the same as the new SAT scores for this admissions season just ending. There is controversy over the accuracy of the College Board's concordance tables. Many schools (especially state ones) seem to have accepted the concordance tables at face value, while other schools apparently were not really comparing the new scores to either old or ACT (I'm not sure how that works in practice in a holistic review?). I even read someplace that at least one school isn't really sure what the new SAT scores will mean and is waiting to see freshman student grades, one year from now! My understanding is that the stats for the CDS will include both old and new, meaning mixed, which will be useless IMO and will make it even more difficult for students to predict where they stand. I've read some opinions that the new SAT is "easier" in the medium to medium-high range, but in the very top percentile or two, it may be "harder," and that that is where the concordance tables may be way off, exactly in the area where top schools, or scholarship programs for top scores, may be looking. (My personal guess is that the CB got the percentiles wrong with their rush job on the new SAT.) My oldest will take both tests but will be prepping for the SAT, as that is where I anticipate a stronger score, partly due to more time per question. The plan is prep this summer, take SAT this fall (junior) and the school requires ACT in Feb. Then, probably take the SAT one more time at some point late junior year or even senior year, though that part is too far out to plan. We'll see though; if it should turn out that the ACT works out better, we would have her do some specific prep and then take ACT a second time. (I'm not a fan of taking the tests cold as I think the results are not necessarily very informative of what performance might be like with prep, though I think that having already prepped extensively for the SAT, a few ACT practice tests before the ACT should be enough to provide a good clue about the fit of that test.)

Thanks for posting this. Not only do the score criteria reflect the CB's concordance tables, but they use the highest possible SAT that corresponds with each ACT score.

If my memory of the water polo guys in college is remotely accurate, I have a feeling you'll fit right in.

At some point, he will need to write out the problems in order to be successful - and he will be more motivated to do so at that point - though he may need to be taught how to do that properly. I would definitely have him write them out properly in Alg 2 as I imagine that is such a point. As an aside, look at AoPS if you haven't already, as it was written for gifted math students.

A couple of things to keep in mind: Fasting blood sugar is not a measure of insulin sensitivity. By the time your fasting blood sugar is out of range, you're in rough shape. One can be normal weight and still have insulin resistance. I have PCOS and I am not overweight, but I am insulin resistant. (Likewise, at least 10% of type 2 diabetics are not overweight. My dad was a thin type 2 diabetic.)

FWIW, super low carb indeed works like a charm for me (when I can stay on the wagon lol). Throw in some exercise, and I'm good. But, I think a super-low-carb way of eating is extra challenging for a teen.

Assuming other things have been ruled out first, note that the root of PCOS is insulin resistance. Supplements to help insulin resistance might be one approach (e.g. I'd probably start with zinc). Lower carb diets. Metformin. One important goal would be to prevent the progression to type 2 diabetes in a couple of decades. ETA, way back in the old days, there was a time I was on BCP. Regular-strength Demulen worked beautifully. Other, low-dose ones were horrible for me (e.g. Allesse is one name I recall).

I will say a prayer for her!

Thanks for posting this. Interestingly, my fraternal twins are both heterozygous (CT) for this SNP. One has peanut and other serious food allergies as well as asthma. The other twin has no IgE food allergies, but has an otherwise thoroughly-messed-up immune system, including an immune deficiency. I am also heterozygous (CT) and have no food allergies or really any significant allergies of any kind. The only other child I have results for is TT, has no IgE food allergies but does have weird immune/GI issues that we are just beginning to sort through.

nm

FWIW, for talking about stats and percentiles, not only are there some differences in the stats each year, but last year, many state schools were going by the College Board's concordance tables to relate their familiar, Old SAT middle 50 stats to the New SAT scores. For example, for the latest PSU stats available (for last year's admission season, not the one that just ended), on its website PSU lists separate stats for the New SAT taken from the College Board's concordance tables: Note that the accurate of CB's concordance tables is controversial and at least a few selective schools appear not to have used them, recently reporting (for the admission season just ending) middle 50 stats for the New SAT that are similar to their Old SAT stats rather than so much higher. It'll be interesting to find out what really happened in admissions offices this past year.

I happen to like this one https://www.amazon.com/gp/product/0970869649/ref=oh_aui_detailpage_o00_s00?ie=UTF8&psc=1 Buhner, Healing Lyme

A discussion from CC on this topic http://talk.collegeconfidential.com/college-admissions/1991800-random-question-middle-school-major-award.html#latest

I think my twin B was a 2 (at 33 weeks). Septic, small for gestational age, respiratory distress, etc. He was turned internally and externally by the docs, who wanted him out in a hurry. He has issues with the immune system and its effects on other systems (e.g. nervous system) but I don't think the birth itself is a factor. However, prematurity wasn't helpful. Academically, he is now doing well.

I would distinguish between placement and credit. IMO the more important question is whether the private school will offer appropriate placement, i.e., will they allow the student to test out of algebra 1. The actual high school credits aren't important. My kids' private high school offers placement tests but no credit, even though their public charter middle school technically gives high school credit for a minimum grade of B in algebra 1 and up (and indeed, one of my eighth graders took alg 2 in the attached charter high school). Bottom line, you need to ask the school.

GSWL. No memorization, learning via context (lots of translating sentences), just enough vocab as necessary. It's better to do a little bit every day if remembering is a problem. (Go slow, take notes, whatever extras might help; once in a while, try an English sentence from an earlier answer key - an easy one - to translate to Latin)

No, the information sheets do NOT include how long immunity due to the vaccine will last. E.g. here are the CDC info sheets (the very ones we got from our doc) for Tdap and DTaP.