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Part of the equation should be if you have the means to fund an Ivy education. They don't come cheap and the kids you are up against for merit scholarships are the kids who get admitted to Ivies. Also, it used to be conventional wisdom to not apply to the undergraduate Ivy where you would want to attend graduate school, your graduate admissions chances were higher coming from another institution. I don't know if this is still true but... there it is FWIW. If it all works for you then why not try...the worst they can do is say no, and they might say yes.

I would look at more match schools. I never really thought of Community Colleges as safeties, more a plan B if 4 year options were exhausted. Not that this wasn't a considered option or that I am downgrading this route but rather because they usually don't require the advance work on admissions that 4 years schools do, so I left them as an option to be pursued in April or May once all other admissions/financial aid decisions have been finalized. As far as reach schools are concerned I would let the number you can afford application fees/test reporting fees for and work off that number. If your budget for applications is large enough and the pay off could be big enough then go for it. I have one kid who applied to double digit numbers of schools and landed the dream school and scholarship. Next kid applied to only a handful and has been quite successful in gaining scholarships and admissions (still waiting to hear from some though). I'm not sure there is any one right number, that said I would have at least 2 4-year options in the safety and match categories.

My son is interested in the cadets program. I don't know if he'll end up there but he was pleased to be accepted. Congratulations to your son!

Second acceptance arrived this week for DS: Norwich Univeristy with a Presidential Scholarship. Just a couple left to to wait for, unlike DD he applied to only a handful of schools so I can't decide if the wait is worse or easier...

Update: DS received acceptance to Norwich University with Presidential Scholarship.

I agree, much of my sympathy for parents and students is limited as well. Especially when dealing with a brick and mortar high school and a simple college application. Yet I am constantly surprised at what parents and students never consider. One set of parents never bothered to look at extra costs, they simply assumed that tuition covered all costs, another set didn't bother to tell their child they had no money to pay for college expenses until past the date for all applications, financial aid and scholarship applications, others were surprised to learn that if accepted to a particular college their child would actually need to be physically resident and that there wasn't an automatic online/telecommute option. None of these parents were homeschoolers. I am shocked by the deliberate lack of interest in their child's future and/or how their money will be spent. These were all parents that had been highly involved in their children's lives. I can only assume that some parents consider it not "their job" or "their business" to be involved in the college application process and they assume a guidance counselor has it all in hand. I don't think for the average parent of a college bound student it is too difficult to understand the process and costs. If the system is designed to be completed by a high school student surely most parents can handle it. Of course there are exceptions to this, I can think of many special circumstances, but I'm referring to the average here not the exception. However, I think admissions has become hugely competitive. I don't think we'll find parents discussing it the same way they do their favorite recipes because they don't want to give anyone the edge over their kid. Parents don't want to discuss failures, long shots, or admissions strategies. Is this sad, yes. But I think it reflects the nature of the beast that is the admissions game. This is why I'm so grateful for the group here. Questions get answered, advice is given, tips are shared, folks offer encouragement, celebrate the successes and send virtual hugs with the disappointments. I don't think this is the same as real world parent interaction during application season.

I am unwilling to fully absolve the "game" or the college admissions system for the escalation in challenging coursework and extracurriculars among high school students. What I find amazing, even through my second round of college applications, is the difference between what a school states it "requires" or expects from their applicants and the statistics of those who are offered admissions/enroll. The same can be applied to scholarship winners. As more students put together more stellar resumés, those who follow in subsequent years will be (probably unofficially) expected to produce the same. That said, I am also continually amazed at the stories I hear from college students/recent grads I know or meet. Substance abuse and addiction, suicide survival, panic/anxiety treatments, emotional support animal housing exemptions, extreme & risky behavior, all-nighters alternating between partying and studying, and the list goes on. I cannot help but think that the pressure put on students is intense, both in high school and college. I'm not sure how many students pause to breath deeply, to relish the experience, and enjoy the moment. Clearly what we need is to find balance.

DS- accepted to Virginia Military Institute!

First acceptance arrived for DS over the weekend--Virginia Military Institute. He's thrilled! Still waiting on other applications and scholarships.

We did this last year. Whichever will be the first exam you do the packet/number registration at. Then you discuss with that person how the packet will be sent from one school to the next-do they handle it or do they give it to the student to turn in at the next school. You should get an AP card with number at school #1. It went smoothly and all scores were reported with no issues. FWIW-our district wanted to keep the booklet themselves and the AP coordinators worked it between them.

Being passionate about politics or political issues isn't a problem. Being perceived as offensive could be a problem. Its important they know their audience. Also, those highly selective schools work with an admissions committee, a negative vote from one offended member might be all it takes for them to look at other applicants. I will say that sometimes we see our own writing differently and it can take another set of eyes. My son just wrote an essay that included a line explaining why he was making a particular choice in higher education. It took another set of eyes to point out that if the reader hadn't make the same choice they could easily be offended by his statement. He wasn't trying to offend, that was actually the last thing on his mind so he went back and edited. Was able to send an essay that wouldn't be taken the wrong way. He was glad someone took the time to point this out before he created a problem where there wasn't one. If you think this essay has veered off topic or is likely to offend then try to find a way to meet in the middle. However, if politics aren't this students passion, maybe they need a new topic? As someone said previously, the main function of the essay is to get to know the writer not to write the essay you think they want to read.

So I think the guys are a bit more tech oriented and minimalist than the girls. (I wish my house were decorated as nicely as some of the girls' rooms at dd's school!) What the school will dictate-sheet size and what type of mattress covers you need to provide (waterproof, bug proof, etc.) Keep in mind that sheet size might change over the years with housing. What the freshman dorm has isn't always the same in off campus living or in campus apartments. Look at regulations for coffee makers, fridges, etc. before buying. Don't want to be busted on day one and have to toss something pricy. Also-have a cord that will physically connect the internet to the student's computer-somedays even campus wifi goes out or gets weak. Things dd found useful-bookcase, night stand (or night stand substitute), bed risers to allow for under bed storage, a rug, set of over the door hooks for towels and coats, pod style coffee maker, power strips, lamps for desk and bed, alarm clock (not phone, battery powered), waterproof container for shower supplies/transportation to shower, shower shoes, clothes and shoes to suit all the major weather issues, charging cords (dd received as birthday and holiday gifts braided charging cords in a couple lengths, a usb battery, and a multi-port usb charger), back up batteries, noise cancelling headphones and headphone stand (if using over the ear style), any work out/sport/gym gear, good water bottle/cup and a hot beverage cup, laundry bag/basket to suit their situation, a good backpack or similar to carry books. Some of this seemed overwhelming so we began the summer before senior year including college prep items as gifts for birthday and holidays (not sheets and command strips but chargers, headphones, quality phone case, etc.) Ask your self how much/how easy access to a grocery store/Target/etc. will be for your kid. There is lots of stuff on that list they might not need immediately. Study what toiletries they actually use and then add in some first aid, sunscreen, OTC pain or cold meds you typically use, and go from there. Same for the study supplies. Highlighters will be available on campus if your student suddenly decides they need them for the first time.

I think it would depend on how the local high school looks at it when she enters full time. If they give her credits on the transcript for the online courses she's done then no problem. If she is fully homeschooled then the credits are no problem, they can be on her transcript. One option to gain credit for admissions purposes (but not graduation purposes) would be to submit grade reports from the online course with the application package and request a teacher letter of recommendation from the language instructor. For work completed prior to high school it may be difficult to get the local school to accept these for transfer credit, you'll just need to talk with the school about how to make this happen.

Congratulations!

If it matters to you that some items in your list are documentaries I'd just include (film) at the end of the citation. You could also use video or any other synonym that makes sense in the context. I wouldn't bother to annotate texts in this fashion. As a side note--if you are going to include the author's first and last name be sure to do so universally. I noticed one list above had "Chaucer" and "William Shakespeare" -- Chaucer has a first name too. Obviously there are some single name exceptions, Homer leaps to mind. I realize I may have simply caught this in mid-edit, if so, apologies.

Keep in mind that many schools, in particular the more competitive schools, are looking to see if a student took the "most challenging" set of courses available in their school. It isn't about grading honors vs accelerated vs AP vs advanced. On my kids transcripts I have kept things simple, if an outside provider has designate in either their title or course description a class as honors I label it as such. If they designate a course as being taught on the college level, I designate it as such. If a course has received College Board approval for the AP designation, I do so (I have had my own syllabi approved as well). If a course is designed to prepare for an AP, I note it as such but do not call it AP. Keep things simple. Explain more in your other papers/letters/course descriptions. I am of the opinion that trying to slap high end labels on courses can result in a response similar to the "mommy grades" issue. In home grown courses, where my kids used college texts and advanced works or complete major projects, I notate specific accomplishments in the other documents but I haven't gone nuts weighting all the grades or calling everything advanced. There comes a point where it begins to look like overkill. It may be true, they may have done very advanced work, but there needs to be something backing it up because I don't want someone to read the transcript and consider it to be unbelievable and never look more deeply at what my kids have done. With a well written admissions package, a smart, accelerated, hard working kid will shine through, there is no need to add too much sparkle and glitter. I am of the opinion that too much glitter can keep the kid from looking as bright as they really are. But hey, I'm also willing to give my kids grades that aren't an A if their work isn't up to that standard so maybe I'm exceptionally harsh in my outlook.

I think it is important that you put some time in on your course descriptions and counselor's letter explaining the differences in the educational systems and what these courses mean under your education system. I think this is probably a very unique educational path and one that won't fit into all the typical boxes on an application. I wouldn't worry so much about the weighting. Weight your courses in a manner that seems reasonable and put on your transcript how and what was weighted. Don't try to make courses that aren't part of the US system into being part, just explain their equivalencies in your letter. Most US universities are prepared to evaluate an international student on their own merit. I don't think there is a way on a transcript to explain his level of success in his course (re being so much above the mean/median of the class). Do keep in mind that you will need the university to send transcripts directly to the schools or common app (I'm not sure how that is dealt with as we haven't done it). However, you can explain why your student chose to pursue self study rather than continue at university in your counselor's letter. Or the student can explain in one of their essays. Self study at a university level will be difficult to convey-that will probably require a great course description and probably a list of major texts used. I don't know if they will, when recalculating a weighted GPA, use that as a college level without a good description of how work was evaluated. Limiting yourself to describing all this on the transcript would be nearly impossible. You do seem to need course descriptions, perhaps a general outline of your educational plan, book lists... Your transcript can be multiple pages. Don't underestimate calling one or two of your top choices and speaking with an admissions rep or better yet have your kid call. I don't think you have an American style transcript, international admissions people often handle expats, diplomats and military. There are also homeschool admissions folks. I'd explain the situation to them and let them place you (i.e. an American citizen, residing in XXX, partially homeschooled and partially locally/privately/university educated-just be clear that the student is applying as a freshman/first year student not a transfer student. With the time difference you may end up needing to make an appointment for a phone call with the correct person. Don't panic, most schools and scholarships take the time to read the application materials of unusual students, if not completely then enough to understand the situation. Best of luck!

I might consider adding a date or edition for books where that would be relevant. ISBN doesn't add any value.

Keep in mind that for most people here in the US AP equivalent would mean a course that contains the same content as an AP course, is restricted to the same subject matter as an AP course, meets the educational criteria/learning objectives set forth in the AP Course Description, uses texts that would be approved for an AP course, prepares the student for the exam, and is taught at the same level. For all intents and purposes an "equivalent" course is an AP course that wasn't designated as such by College Board. If your courses don't meet these qualifications I would state that they were taught as college level course. That won't be a downgrade. Furthermore, a student from another country isn't going to have the same educational structure as a US student. That is fine, the course descriptions and counselors letter should indicate the level of challenge in each course and explain the differences between the educational systems. Keep in mind that there is a distinction between Dual Enrollment (DE), a college/university level course, and a course taught at college/university level. The differences have to do with how the course is taken, who is teaching, and how credit is granted.

I agree, there is an issue with calling anything not approved by College Board an AP class. Designating a course AP carries with it the implication that the course syllabus has passed their vetting process. Furthermore, only some courses are even possible under the AP system, you could not call a course AP if it was not substantially the same as an AP course. We've had one course on my kids' transcript that was designed to match the AP equivalent and be preparation for the AP exam but the provider had not sought College Board approval. On the transcript I weight it as AP and in the course description state that the course is designed as preparatory for the exam and "taught at the level of an AP course". FWIW, I think people worry about weighted grades too much. Most schools look only at unweighted grades or recalculate all GPAs to their own formula. Weighting happens differently at different schools so there is no one set formula for it. I included weighted grades on transcripts to make them look normal but I suspect that they were ignored.

I'm going to hazard a guess (based on interactions with admissions folks at other schools) that since people perceive Hillsdale as homeschool friendly they get a lots of students who don't have a transcript, have something handwritten, have GPAs incorrectly calculated, who don't have grades for at home classes, and who don't give any indication of how or what they studied for "English 10". It looks like what Hillsdale is asking for is a professional looking transcript (with grades, credits, GPA, dates), done on a computer (rather than handwritten) with some course descriptions/text book list. I've had several admissions counselors mention to me (in as nice a way as possible) that many homeschoolers fail to provide these documents or that they are confusing, at best. Based on these conversations I think some homeschoolers do not understand that while their education may have been unconventional they will still need conventional looking documentation in order to successfully complete the admissions process. I think they are just looking for something they can stack against a kid from a brick and mortar school for comparison and clarity.

Sorted course descriptions by subject and chronologically within subject (the transcript was chronological), single column. Each was a solid paragraph with a list of relevant texts below the description (indented). I made sure that the pages were numbered and that every page had a header that referenced identifying information for the student. I either attached them to the transcript or uploaded them as a second transcript to CA. I can't remember which. Also-I made sure that each document was a PDF when I uploaded it. Helps to be sure that there won't be any issues with the receiver being able to read/access the document and also helps prevent any inadvertent deletions/edits that could happen if they opened directly in Word. I submitted course descriptions with every application, even if the school didn't ask. Several admissions officers have mentioned at college fairs or campus visits that if we have anything like course descriptions that could be included they would appreciate our doing so. Having course descriptions allows them to better evaluate the applicant. DD was thanked by several admission folks during interviews for including them as it helped greatly when looking at college readiness, level of challenge in her course work, and understanding her educational path-they used this to determine not only admissions but scholarships as well.

Just so long as you are sure that there is nothing binding you to accept if they offer admission. (Unless of course you are fine with that situation.) People often confuse EA and ED in conversation so be careful.

I included course descriptions with the transcript. I listed primary texts for each course as well. If a course had been approved by College Board as an AP course I notated that as well. For online courses, I notated the instructor and online provider. I grouped the descriptions by field (i.e. math, science, foreign language) and listed courses in the order they were taken. I didn't include any break down of how grades for an individual course were assigned nor did I list individual assignments. I may have at times listed a major research project being included or a "series of 3-5 page papers" on a given topic, or that tests/quizes/papers were designed to prepare the student for an AP exam, etc. For those outside teachers who provided their credentials, yes I gave them. If they didn't provide them, then no. The transcript had a section on grades i.e. an A/ 4.0 = 96-100% (lots of schools do this differently so I just wanted to clarify what I was using in preparing a GPA). Schools don't always ask for or require course descriptions but every admissions counselor we spoke to on tours said that they would appreciate them if available. Dd even had a few admissions interviews where they mentioned the course descriptions and how much they appreciated having them because it helped them better evaluate her preparation and ability.