Gratia271
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Posts posted by Gratia271
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His MCAT score is one of the Top 4% of everyone taking the MCAT including having a perfect score on the section including his major and just being one question off on at least one other - perhaps two, my memory is a little fuzzy.
He's worked in the hospital there at UR (volunteering or shadowing) since his sophomore year and worked in a lab there freshman summer. He's got quite a few MDs who are professional friends now - at least three wrote letters of recommendation for him. Then he had the medical mission trip to Africa and volunteering for hospice, etc.
He's not really lacking anything TBH - except now we learn about the science designation of his major not being recognized by med schools (sigh). And then the late timing of getting everything together probably didn't help.
But I really don't want to derail this thread any longer. I just want others considering college choices (now that they have acceptances) to be aware of some of these nuts and bolts IF considering a pre-med path and living in a state without a designated "state resident" med school.
:grouphug: I 'm so sorry for both of you! This is just shocking.
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DD received her acceptance at UNC Chapel Hill. She was also notified of merit awards at Ohio State: National Buckeye scholarship and Maximus scholarship.
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Yes!!! They also have a specialized French IB program called the CIFA cohort. She is in the middle of that application right now. So for that, we wait and see. That program is exciting bc their jr yr is spent at a French university in their actual degree program with all classes taught in French alongside their French counterparts.
Super, super happy. This was her absolute dream option, but the odds were so slim that she didn't dare hope for it.
That is so fabulous!!! Congratulations to you both for such outstanding work and results! :)
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DD received her letter of admission to Boston College's Honors Program and was selected as a finalist for the Gabelli Presidential Scholar's Program. She also received acceptance at University of Michigan and Ohio State University's Honors Program. Now she will start focusing on the competitive scholarships.
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So, kind of impossible to know how your child would do unless one is super confident in their own grading of the free response essays, am I right?
There are sample student responses in the high, middle, and low range you can review and compare. CB does have some fairly detailed breakdowns on elements to consider in scoring and variants on what qualifies as a correct or partially correct response.
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Here are our favorites: Lukeion classes, Chem Advantage for AP Chemistry, Derek Owens' Physics and Math, PAH Calculus with Sue Gilleran, Brigid Thompson for AP Lit.
What is remarkable about all of these classes is that they combine rigor with support. The teachers establish high standards from the outset AND support the students appropriately (no babysitting, but no abandonment either) throughout their course work.
We have used providers for other course work, which were not "great" in our opinion because of either (a)babysitting- no real accountability required of students, or (b)ridiculously rigorous assignments with effectively no instruction.
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Like G5052, we are a longstanding Lukeion family, including Greek, Latin, and Research Writing (DD took research writing as a junior).
In research writing, Regan provides ongoing, explicit instruction and provides meaningful feedback on the papers. Students also peer review others' work in his class, which can be helpful. I think Regan's class works well across ability levels. He is dedicated to helping each student advance to the next level of their individual abilities and doesn't evaluate with reference to all of the other papers or simply to achieve a curve.
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When DD reached out to several prospective uni's on her list, she was advised to provide a weighted gpa. I also delineated how we arrived at course designations and grading on my homeschool profile. We followed the norm in our state with weighting, which is 4.0 regular, 4.5 honors, 5.0 AP /post-AP/ DE.
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Actually, you don't really need to substantiate everything. If a student has outstanding test scores in a subset of varied subjects, people will find it very plausible that this student also excels in the other subjects for which there is no direct proof. It is simply statistics - top students tend to be top students across the board.
For a student whose ACT or SAT score is in the top percentiles, it is plausible that this student would have grades of A in his high school subjects.
We chose to substantiate a subset with SAT subject tests, and another subset with dual enrollment grades. Nobody is going to doubt that a student who has top scores and university As will also have managed As in the remaining home taught subjects.
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One thing to consider is the level of analytical essay writing required of AP level students and the time constraints imposed on that writing. Some students are naturals at this, but it is a huge jump for many students to write thoughtful, analytical essays (much less given strict time constraints). Of the many students and Latin teachers I have spoken with, this is a significant concern and stumbling block for students at advanced levels of course work.
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But he will have DE grades won't he? Even if you choose not to grade at all (hypothetical scenario), he will still have the grades from the DE classes he takes to show quality/ level whatever.
It felt natural for us to use the mastery method too. But DS also has DE grades in every single subject area that further substantiate the A's I gave him at home. The mastery approach did not teach him any bad habits at all. I explained some of it in the school profile but wish I had worded it as well as Kai did.
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More samples here:
http://www.thehomescholar.com/record-keeping-samples.php
http://marieclairemoreau.com/2013/09/writing-course-descriptions-for-high-school/
Unlike the samples above mine did not have name of prof/ teacher or how credit/ grade was awarded. I really did not want adcoms short attention window to be taken up fully by course descriptions when we also have other compelling information for them to see.
Along these lines, we used a format that was easy on the eyes and very easy to skim read while stating the materials used. On the one hand, we used more space than others employ. On the other hand, it is much easier to read quickly than a "ton" of books crammed into one paragraph.
We also provided a synopsis for our academic approach to each division (Humanities/Maths and Sciences/World Languages) so that they could entirely skip reading the provided course descriptions and still get a sense of how we "schooled" in all areas. This was part of the home school profile.
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I've been working on a few, and adding resources and grading criteria has made the descriptions seem cluttered. It's one of the issues that drove this question. Is adding in grading criteria really necessary?
You could just provide grading criteria in the home school profile rather than on each course page.
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Latin 4/AP Latin is definitely a step up due to the increased # of lines to translate and the analytical essay writing. Amy endeavors to help smooth the path for her AP Latin students by gradually increasing the length and difficulty of translation assignments as well as by introducing analytical writing assignments in Latin 3. Translation speed and analytical writing ability varies so widely across students that it's hard to give an average for students in terms of time commitment.
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We uploaded course descriptions, which included booklists and materials, as a second transcript. You are allowed up to four, so you can upload course descriptions as a separate file and booklist as a separate file if you'd like, unless of course, you have multiple transcripts to upload.
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There is a great pinned thread here on the college board that could get you started.
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I am finally done with my part! I submitted everything, and DD has submitted two applications so far. :)
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I actually purchased it too, and there was some information we didn't already have despite a great deal of research. Thanks, JanetC!
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My sister had her son take AP European History through Memoria Press Academy. He liked it and did well.
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Thank you so much for the supportive thoughts and being so reassuring everyone. Going to submit my first counselor section today (maybe tomorrow)! Hugs!
Yay! :hurray:
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Thanks! As I reviewed FAFSA over the summer, it looked fairly straightforward. The CSS profile looks a little more nebulous, and the little bit of information I have found elsewhere suggests that schools often elect to add back business deductions in arriving at AGI. I guess we will just find out what schools do when the time comes.
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I didn't weight my boys' gpa's. However, if they had been applying to schools that award merit aid based on gpa, I would have. I don't think it makes much difference in admission outcomes whether the grades are weighted or not, but I do think a weighted gpa can result in higher merit awards at schools that award merit.
Some of the schools on DD's list specifically said that the weighted gpa was necessary for merit, while others have said it is irrelevant. Oh well...
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Hi: Those of you who have taken AP Calc at PAH, can you describe the format? Are their videos, or is it mostly studying from the text? How responsive is Gilleran to student questions? I'm glad to hear that PAH is a great option.
Mrs. Gilleran provides comprehensive daily notes along with reading assignments from the text, homework through Webassign, and often video links. There is an online discussion board where students can ask questions and get answers from TAs and/or Mrs. Gilleran. She is very responsive, but activity level on the board varies based on the students.
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The 2017 Acceptance Thread
in The College Board
Posted · Edited by Gratia271
LOL! DD found out today she was admitted to Honors Carolina at Chapel Hill and also received merit scholarship. It's not likely she'll attend there, but it was nice to receive it. :)
ETA: Also received notice that she was awarded Research Scholar along with Honors Carolina