We've had a few instances of missing information and schools putting the burden of fixing the issue on the student-even when the issue is that the school cannot properly download and log info from Common App. I think the two most frustrating were the school that chose to forget to attend the mandatory homeschooler interview it had set up for dd and the admissions staff that could not handle downloading recommendations from Common App and wanted them all emailed. Unfortunately it took them several tries to get the right email, each wrong attempt was the responsibility of the student to fix and I suspect her recommender was not amused several attempts later.

Actually you need to check with each school for their requirements. Dd looked at a few schools that required more than six SAT subject tests for homeschoolers (that is 3 separate testing dates minimum).

We had a similar experience with one school (as a mentioned in a different thread). The school was completely unable to appropriately manage downloading items that were part of Common App (recommendations, transcript, etc). When dd contacted them about the emails she was receiving about missing elements of her application they put the burden back on her (this school has no online portal). They claimed they couldn't go back to Common App. Contact all the submitters of the various parts and have them resend them directly to the school. They couldn't get the email of the right person on the first couple tries so they expected dd to keep contacting her recommender to resend the LOR every couple days rather than have the info forwarded internally. In the end-the went back to CA and downloaded all the parts with no problems but never informed her they had completed this. She needed to phone to inquire about application completion. FWIW, this is also the school that scheduled a required interview with her and then failed to make the appointment. She had to call admissions and they tracked down the interviewer who phoned her back-nearly 2 hours after her scheduled time. The interviewer had clearly not even looked at her application as one of the first questions was about where my daughter goes to school. I would have thought homeschooling would stand out on her application. I think the only lesson here is to stay calm and stay on top of the process. You shouldn't expect that anyone in admissions is doing that for you. I do dislike the fact that admissions offices don't understand (or, perhaps, care) that these kids are looking at 6, 10, or more different schools who all operate differently. They need to send applicants clear directions on their expectations and methods for monitoring the process and communicating.

My dd isn't interested in majors in the sciences/STEM. I included the edition and year for each text book in the course description for science and math courses. For social studies/humanities courses I included the edition. For novels just author and title. So far she has had positive results from admissions committees/officers. No one has come back with any questions. My gut says for a kid interested in STEM work that the textbook choice and age for science courses might matter but I have no experience or proof to back that up. Hopefully one of the board members with kids in that area will answer with their experience.

One private school near us has a requirement that students apply to at least x number of schools but not more than x number. The maximum was set at 10 or less, I don't remember the exact number. The guidance counselors wouldn't assist with applications or provide information if you exceeded the number. That caused much angst for many families-many are applying to schools in multiple countries, are unsure of financial aid potential, unsure of how their very specific IB program will translate to a university, etc. Limiting applications has generally upset more parents and students than helped. As for the "lottery" system--I think that some of the schools with low acceptance rates are a bit of a lottery. However, what one needs to realize is that not every student who files an application gets one of the lottery tickets. Those who do get a ticket are a select group of qualified potential students. Unfortunately selective schools do turn away students who are as qualified as the one's attending. They turn away lots of students that were never qualified but had big dreams and who were never going to be given a lottery ticket.

Thank you for linking-what a great article. I cannot help but think, as the author eludes to, that filling a portfolio (even if just with sports or extracurricular activities) beginning in 9th grade is extending the angst and worry of applications to a younger set of students. And, again as the author points out, this allows the school of your dreams to better mold you as it imposes the usual set of unwritten expectations over all four years of high school and all aspects of your life are open to inclusion. Of course I also think this is a giant packaging move. Applications ask and then judge academic scores and extracurricular activities (to include sports, clubs, volunteer work, etc.) from 9th through 12th grade. Now you just present the information to them much earlier and in a "portfolio" rather than having to remember it come application season in 12th grade. I think these schools have always been will to look at writing samples, artistic samples, and recordings of performances by artists and athletes. I don't think it is any new information just a new system with new reporting methods. I just don't happen to think those reporting methods ease any pressure on prospective applicants, they just make the top tier schools seem caring. In other words, I don't think MIT is going to turn down Intel Science Talent Search winners with perfect SAT scores for kids who post lots on Instagram or blog about their volunteer work.

I'd vote for a change to the May date-having it not coincide with AP exams seems advantageous for CB. Of course that could cause a drop in June testers (who probably feel it is too close to finals for many students).

Dd has a couple schools she is going to revisit before decision time. I have planned to meet with financial aid to have a similar conversation. I think these sorts of decisions vary greatly by school so I want to avoid confusion or assumptions and ask the experts.

FWIW-my nieces in public school always referred to AP Lang as 11th grade AP English and AP Lit as 12 grade AP English. I can only assume this is a common perception. If I were only planning on taking one course I would choose Lit. Both courses seem heavily focused on writing but lit seems to offer a broader range of analytical skills. In terms of reading and analysis assignments they use different materials.

My understanding of Omnibus is that it doesn't have to be computer based, they just offer an online class option. Tapestry of Grace also has online class options. I think if you are not pursuing the online option that Tapestry of Grace offers more flexibility in swapping books or adding/subtracting components. Ie-if you prefer a different writing program you could simply ignore the writing component of TOG and use the writing class of your choice. I think as far as amount of content the two programs are a wash. Both are reading intensive with a large selection of non-fiction and fiction works. Both could become equally overwhelming or inspiring. I also think math and science are a wash in comparing the two programs. I know omnibus has recommendations but I think you could chose your own programs and use what you wish. One area I've found change in over the years is that Veritas Press has begun writing/publishing many of their own books (works of both historical fiction and non-fiction) that they use in their syllabi rather than using commonly available books. I don't know how true this is at the upper levels but I have noticed it in the elementary grades. If you prefer to acquire books via Amazon, used book sources, or the library I would look closely at both programs because TOG may make that easier.

I would never confuse having an open note/book test with not studying ahead for the test. Typically those tests are written knowing that the students will be using their materials when answering. I would also advise a student to understand how to use their materials to support them during the exam because relying on memory and preparation alone and not taking advantage of the book/notes can also lead to a bad grade. I can remember putting tabs in text books to more easily locate material for an open book test once. I can also remember one of the hardest final exams I had in college was an open book, open note, take home exam in a history class.

The stories were quite specific. The kids in question had applied for further scholarships to reduce the amount of their student loans or EFC. Instead of lowering loan/EFC amounts the outside scholarships reduced merit aid. Not the effect they had intended with their applications.

My Dd just received her acceptance today as well, so that is two for Sewanee. Congratulations!

I have heard anecdotally that there are schools where outside scholarships will reduce any merit aid by that amount rather than reducing need based aid or reducing the cash amount owed. I have no proof for this, just stories. Perhaps one could engage directly with the relevant financial aid office(s) to find out how they handle this situation.

Sometimes folks don't answer because they simply have different goals for their kids. When I first began homeschooling I was part of a local group at one meeting a parent was asking if anyone in the group planned on teaching their kids Algebra (at any point before high school graduation) and why that might be advantageous. This parent had no intent of teaching math beyond a basic level as they didn't feel it was a necessary skill to pursue a life dedicated to their faith nor did girls require that level of education. This parent and I have very different goals in mind. Which leads to another possibility for why you had no answer. If your question is something that doesn't relate to the educational goals of the group there might be no one to answer it or no one comfortable discussing their answer in public.

It has been a few years. I think I called myself a teacher and then when listing the school came up I called myself a homeschool (using the CB code 970000--but don't quote that number, I always forget how many zeros to put). So when I look at your link---for where I work I typed in the code and had the choice of Homeschool Clearinghouse. Then I chose K-12 AP teacher.

I think I would make sure in a course description to point out the competitive admission to the course, especially if that has changed. If the course content hasn't changed nor the credits given I think you should be good to go.

If the course is outsourced I tend to match the title to what the provider uses (since I also list providers). I would offer further explanations in the course description. If needed in the end I might use dates, as in Ancient History: 2000BC-500AD. I wouldn't list an ancient history course as world history unless it included civilizations beyond the western world (i.e. Africa, China, India and so forth). When listing as world history there is a built in expectation that non-western civilizations are included.

And in the weird world of the postal service-- University of Mary Washington--Merit scholarship and honors program

I think it depends on which schools and which majors--my dd has not taken physics and that hasn't proven an obstacle to admissions so far. She has taken 4 years of science, including both lab and AP science. However, she isn't applying to an engineering program or a BS program. How much you need physics really depends on the school and program.

I only listed courses as honors when they were designated as that by an outside provider. I think you can give enough explanation in a course description to show how challenging the work is without worrying about how valid adding honors to the title would be.

I've designed several AP courses myself. My oldest has taken a few AP courses online this year but that has been for 1 of 2 reasons: using subject matter experts (foreign language and math are two such subjects) or at her request to facilitate transitioning to non-mom teachers. Perhaps not everyone would need to subscribe to reason number two but I highly recommend considering reason number one when planning ahead.

So more updates/details (our mail arrives in the slowest and strangest order) Salem College with Merit Scholarship Meredith College with Merit Scholarship College of Wooster with Merit Scholarship

I have no problem with giving preference to legacies in admissions, all other qualifications being equivalent. I don't find that any different than any other hook. "Hooks" are either all unfair and admissions should just need stats and nothing else or you will look at all an applicants details and hooks will simply occur. Typically I have seen the legacy scenario play out where they have 2 students that they view as equivalent-in such a case the admission preference may go to the legacy. I haven't seen or heard of many occasions where a legacy with substandard credentials is admitted over other candidates. While there may be the occasional case of a legacy getting a pass on typical qualifications I think there are far more factors in play than just being an alum's kid--ie kid of a major donor, kid of a very famous alum, etc. In your friends case I agree with the previous poster that, at a school with a 9% acceptance rate, an applicant that is average-even a legacy applicant-may not be admitted and to expect or count on admission is unrealistic. In the case of early decision/action-being average could work against you as they know they will have plenty of RD applicants that are similar to you or better, they might have less reason to defer an average applicant who will easily be replaced by a RD applicant.

Advice please! Clemmie will be participating in back to back scholarship competitions. The schools are very similar and she thinks it is likely that she might run into some of the same candidates at both events. Advice on how to handle the situation, please. Her biggest fear is that at event 2 one of the other candidates might mention all the folks who were at event 1 (in some sort of attempt to curry favor) and that the committee will then ask pointed questions of all those who have yet to be interviewed. The events are more than just interviews-there are meals, tours, lectures, panel discussions, etc. involved so many opportunities to interact with both school representatives and fellow candidates. I've told her I think the latter scenario is a bit paranoid and probably unlikely. However-before I mention any of the advice I have given her she would appreciate any advice you have for her. (PS-She requested I ask the hive their opinion on this situation after I shared some of the earlier responses in this thread so please go for it-she is eager to hear what you all think.)