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EKS last won the day on January 26 2013

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About EKS

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  1. We get that kind of thing all the time here. It never occurred to me not to let my kids play in the yard because of it. (Of course, when we had the Great Caterpillar Catastrophe of 2003, I didn't let them outside for two weeks. Because caterpillars.)
  2. We had this issue back some years ago here in WA. Some parent partnership programs were paying for all sorts of things that they probably shouldn't have. This led to greater scrutiny of all districts, at least for a while (I don't know how things are now). Our district responded by making doubly sure that nothing paid for with public funds was religious or for something that a student enrolled in their b&m schools would not get. I will say that families who enroll their children in public charters and then use the money they get from that to fund things that obviously stretch the definition of "educational" are the ones who are throwing everyone else under the bus.
  3. I was never arguing this. (In fact, I must believe that Algebra I is a high school course, as I've given both of my kids high school credit for it even though they took it prior to high school.) This was my original point--banking extra time gained during the arithmetic sequence (including prealgebra) can be really helpful once you get to the high school sequence. That said, I agree with much of what you said in your post above, but for me to respond to it in the way that it deserves will take more time than I have available at the moment.
  4. I would title the course "Geometry" and say something like "This course served as the geometry strand of a multi-year integrated study of high school mathematics." And then I'd list all three books.
  5. I missed out on education that was standard for high school students--I'm not talking about taking after school AoPS classes or whatever. I don't think that STEM is important--in the rigorous sense--for a great majority of the population since, frankly, I don't think most people are capable of it. What I object to is categorizing a person as "non-STEM" (and OP--this is not at all directed at you) early on and then relegating them to the 9th grade algebra track for no other reason. If you'll notice, my prealgebra suggestion was for Derek Owens. His courses are excellent, but I wouldn't characterize them as "most rigorous." I disagree. Once a person launches into real adulthood, with a job and spouse and children, it becomes incredibly difficult to change course. Moreover, as one gets older, it gets much more difficult to master math and science than it is humanities knowledge and understanding in such a way that it is completely internalized. I absolutely agree with this. My argument is not to force every student to do the most rigorous math program available. It is instead, to do a math program that works for them in the present while, if at all possible, supporting their needs if they end up doing something crazy by going into STEM later on. What this will look like will depend on the situation. What I am against is saying it doesn't matter because the student is not a "STEM person" when they're 11. FWIW, my older son was (and is) a STEM person. Because of this, I intentionally went humanities heavy with him since I figured that our homeschool was going to be the only place he was going to get it. And I was right.
  6. Lol, sorry, I didn't realize that this thread was so old. I guess what I object to (not specific to you, but our society in general) is the idea that being a "STEM person" is something you either are or are not. For some, the interest in STEM stuff is there from the beginning, but for others it develops later on. I always say something when I see folks characterizing their kids this way because I was a classic "non-STEM" person all the way up until I wasn't, and I'm pretty sure I missed out on important math and science training early on because my parents (who are, ironically, both scientists themselves) thought that it wasn't important for a "humanities type."
  7. Not at all. I was working with the choices given by the OP. Of those choices, I would recommend AB Calculus because it is the most rigorous of the three, but I would characterize it as a relaxed course. As you point out, BC Calculus was not on the list. I actually think we agree here.
  8. Unless she needs it, I would not spend a huge long time on prealgebra. Frankly, I think that's a great way to make a kid dislike math, since prealgebra is not the most inspiring thing in the world. Instead, I'd bank that time to use later on if she has trouble with high school math and needs to slow down for a bit. I also think you need to be careful about categorizing a kid as either a STEM person or not a STEM person. When I was in junior high and high school, all indications were that I was not a STEM person, and then in my junior year in college, I decided to major in biochemistry. Not enjoying arithmetic is not a sign that a person will not enjoy or be good at real math later on. That said, I highly recommend Derek Owens for prealgebra and up, particularly if you're wanting her to work independently.
  9. My recommendation upthread was to take AB Calculus because of the reasons you state above, and then if there was interest and room in the schedule to take AP Statistics as a fun elective. In the post you were replying to, I was simply differentiating between "new" and "challenging" material.
  10. I don't know where you are, but my son has done honors math the whole way, and he learned a ton of new stuff in AP Statistics. It wasn't in the least bit challenging, but it was new. I would not recommend AP Economics to replace math.
  11. I think that MUS is great for the lower grades, but it is really, really not rigorous for high school, and I only recommend it for special situations. I honestly would be concerned about the other curricular choices a private high school is making if they have chosen MUS for math. That said, if your daughter is solid on Algebra I stuff from doing Saxon, she should do just fine with the math required for nursing. But you are smart to think about the possibility of her changing her focus. I went from an artsy humanities type at the beginning of college to biochemistry major by the end. Having a much better math background (I essentially failed Algebra II and then never took precalculus) would have been extremely helpful.
  12. Math U See, RightStart, or Singapore.
  13. My vote is for AB calculus. Though if he likes math, could he take that along with statistics? For a good math student, AB is going to be a relaxed introduction to calculus, since it is a one semester course taken over two semesters. I suspect it will be enjoyable for him assuming that the teacher is decent. And statistics is just fun (and, I would add, useful in a day-to-day sense). At least that's what my son thinks--he took it this year after taking BC calculus last year--and he loved it so much that he has decided to double major in math and economics. But again, a good teacher is important.
  14. Not before 18, but make sure they register to vote.
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