Well, that's true. While I firmly believe that early musical training boosts academic achievement, that wasn't the primary motivation for putting ds in lessons early. I was someone who started musical training early (though not as early as ds), and I am still a hobbyist musician, and it brings much joy to my life. And, yes, we did just work at *his* pace for math. I absolutely agree with that last sentence of yours that I quoted. As to the job/career accessibility...I definitely think where one's degree comes from matters, but it isn't always about prestige. Sometimes it's about *location.* Top schools get a foot in the door, but so does coming out of a local university - at least for the hiring around here that I see. Does that make sense? There is definitely a regional hiring preference for "our" local university that I don't think would exist for any and all universities.

I'm not sure how "uber early" is defined. I certainly don't think 7th grade is too early. Arguably, because ds was so accelerated in math, we started earlier than 7th grade. He was able to accelerate because of homeschooling - we worked at his pace, not some instiutionally imposed one. I don't think it was stressful for him. He liked it and was good at it. I think ds was helped in college admissions by his music supplement. He started lessons at age 4. Thus, I am not sure how one determines when "planning" for a top school actually started. I cannot overemphasize the benefit for *my* ds of going into a B&M school for high school. It was NOT a fancy private school, but rather a free, small, charter school, but it did function a bit like a private school. Expectations are extremely high, and the guidance counselor does a wonderful job. I truly admire those of you who homeschool all the way through high school, but that would not have been in ds's best interests. Honestly, many of you on here are "scary smart" to me! Neither my husband nor I had the math/science background to do ds justice, and his STEM charter school took care of that. However, I know he has many classmates who attended Friends, Harvard-Westlake, and various NE boarding schools as well. I feel very fortunate he got the high school education he did for FREE. Ds did not need any pushing to want to pursue admission at tippy-top schools. Once he set foot on Stanford's campus for a summer program after his sophomore year, there was no looking back. I am glad it worked out for him. The opportunities provided because of Stanford's physical location, endowment, atmosphere, faculty, networking, and his peer group are unparalleled in my opinion. He has wisely availed himself of many opportunities.

I think the issue with regard to "wealth" can be having a comfort level in certain types of social situations. People who have grown up in a country club setting or attending cotillion and whatnot *may* have a bit more familiarity with the ins and outs of etiquette. Interviews may include wining and dining. Good table manners and social graces are easily learned skills, but for those from families at higher levels of income, the opportunity to experience/practice those skills may have been much frequent than for those at lower income levels. Elitist or not, a certain level of polish (and confidence) comes from being exposed to particular social situations from an early age on. That often stems from being from a family of means. I think much recruiting for IB and law jobs is about "fit." There is likely a closer "fit" already in place if one comes from money. Probably not likely to be a well-received opinion, but that's my $0.02.

As someone who is also a planner, I have two suggestions. First, I would buy this book: http://www.amazon.com/What-Schools-Other-Parents-toKnow/dp/0452289521/ref=pd_sim_b_6?ie=UTF8&refRID=1N8NWPB62VY3DMGGMRW7 I got this around the time my ds was your dd's age, and I found it to be quite helpful. In particular, there is a lengthy section based on choosing a student's interest and what you might plan to do long-term (especially over the summers) for developing/enriching that particular interest. Second, I would have her plan on taking the ACT for whatever talent search area you are in. We are in the southeast, so my ds fell under the Duke TIP talent search. I know Johns Hopkins has CTY, but I am not sure of the others. It depends on what state you are in. Ds took it in February of 7th grade (as late as one can take it and qualify for recognition). I think this is best, because they are further along in math. My ds was pretty accelerated and was doing Algebra II in the 7th grade, but his best score was in English, and you mentioned she was quite good with grammar. If she does well enough on it (and you can afford it), she can partake of their summer programs. This was of great benefit to ds both in terms of preparing him to be far from home when college rolled round AND for defining interests. His first summer he took a computer class. While he loved the class, the students, and the overall experience, it taught him that he did NOT want to spend the rest of his life in front of a computer screen. Summer programs are often pricey, but they can serve as a great tool in either clarifying interests or disspelling them. HTH.

We can go with College Boxes or Campus Storage. College Boxes is the one recommended by the school. Honestly, I am seeing some poor reviews and concerns about both companies. They really kind of have you over a barrel. If you have had any personal experience with either of these companies, either good or bad, I would love some feedback. TIA! This is stressing me out! ETA: There's also some sort of pod service thing called door-to-door. It sounds less desirable because you have to get it packed within 72 hours. Also, sounds like you have to haul your stuff to wherever they are allowed to drop off the pods. But, input on them would also be appreciated!

Many, many congratulations all around! :party:

Yes, right there with you. Kind of a bummer when most of my friends' kids are finishing up this week. Ds won't be finished for another five and half weeks or so. Y'all that have your children home in time for Mother's Day are lucky!!

Weighing in late on this. Sorry! I have been on vacation and away from the boards! My ds has a summer birthday and skipped one grade. He has therefore been 17 his entire freshman year. He has always been fairly mature, and we have not had any issues for the most part. The exception was an emergency medical situation where he dislocated his kneecap and was transported by ambulance to the hospital. The hospital could not reach us (after midnight our time - there's a two-hour time difference between us and ds's school) as we had our ringers off - bad parents! Of course, they went ahead and treated him. They tried to reach us again before releasing him but gave up and let him go back to the dorm. And, actually, it was beneficial that he WAS a minor because I was able to speak with the follow-up care nurse in the ER the next day. That would not have happened if he were 18. She was able to give me a nice, succinct list of what ds needed to do. It was really the follow-up care/appointments that required some hoop-jumping. Nothing insurmountable, but paperwork, phone calls, setting up accounts, consent forms, dealing with insurance, and faxing were a new hobby for about a week. A few other issues: Zip cars (at least on ds's campus) cannot be rented until one is 18, so he has not been able to rent a car for any purpose. He rarely leaves campus, so it hasn't been too much of a problem. There are shuttles that run around town, but I don't know if he has ever used one. He has taken a few trips with local children who are able to use their parents' cars - freshmen are not allowed cars on campus anyway. He has used Uber a few times (also used this to get to his three follow-up medical appointments after his accident). We had to deal with two "permissions slips" for two separate, off-campus, overnight trips. Basically liability waivers. He will never be able to take the wine-tasting class offered at his university since he will be only 20 when he graduates. :) Those are really the only practical situations we have encountered from our end. I really can't speak to the social situation. I imagine it would have been eye-opening for anyone coming from ds's school regardless of age. Pretty sheltered group. Even the "wild" kids in his small high school graduating class weren't very wild. One of my many mantras as he was growing up was, "You're never useless if you can serve as a bad example. Don't be the bad example." I strongly encouraged him to refrain from any alcohol, for at least the first few weeks and to observe those around him and ask himself, "Do I want to be THAT person?" I do believe there were plenty of bad examples to witness, especially in the beginning. He took this advice to heart, and I do believe it was effective. ETA; Academics, time-management, etc. have not been an issue at all.

I have no idea about a db, but when we visited Stanford in the summer of 2012, the person at the admissions session stated that 80% of applicants were academically qualified. I assumed this meant within the published ranges of grades and test scores.

My ds is doing a five-week internship in the local office of our Congressman. It works out nicely timing-wise for him as being at a school on quarters when we live in an area where kids are on semesters means that his summer doesn't align well with local opportunities. However, because the Congressman's office offers two five-week internships, the second one fits perfectly into his schedule as it begins right after Independence Day. He will have about two and a half weeks to decompress from school before he starts that. He will likely go visit his grandparents for a few days during that time. After the internship, he has a free week before going to England/Wales for his summer seminar abroad. It's themed around the 800th anniversary of the Magna Carta and is worth two units of credit. He then has a single week back home before he returns to school around the third week of September. We also have a long weekend trip planned in August to Nashville where ds is playing in a wedding of a dear friend. I'm really happy for him that he was able to fill his summer with a nice variety of activities!

^Don't kids typically come off waitlists *after* May 1? Isn't it normal to go ahead and make a deposit somewhere?

I wish I were clever enough to offer suggestions. Just wanted to say this is the cutest idea ever!!!!

WARNING: THE FIRST ONE MAY BE OFFENSIVE!!!!! http://www.campusexplorer.com/Top-10-Weirdest-College-Mascots/

If she wants to do IB, attending a "target" school will help. Attending a target school does not guarantee getting a job in IB. It's highly competitive regardless. But odds are better coming out of a target school. Princeton or CMC would meet that criterion from those on her list. Check out the website wallstreetoasis

Thank you, Teachin' You expressed exactly what I meant by "playing/winning," the lottery. Thank you for clarifying this. I absolutely did not mean that the only way to "win" was to matriculate to a lottery school. As we often discuss here, there are MANY paths our children can take and ALL of them can be "winning" ways whether they involve attending college or not. Please don't make me define "winning." I am a grown woman, and I am still not sure I know!!

Sigh. Maybe *some* day, I will learn how to multi-quote! I'm just too dumb to do it! Argh! I wanted to quote both Jenny in Florida and Snowbeltmom as well as I agree with them about the blurring of lines between need-based, merit-based, and athletic-based scholarships. So, you are saying that you think the "pile" of money for those who need aid is larger than the "pile" of money for those who are deserving of academic merit aid? And, yes, I am aware that one can qualify for both. :) I would have no idea as to how to compare the size of available piles, though it must be driven by endowment to some extent??

I am a bit confused about what you are saying here - can you help me understand? I'm not sure what you mean by "aren't enough dollars in this pool compared to other pools." Not enough dollars for what? The scholarships listed by 8 are irrespective of what anyone else would receive - just cut and dry based on stats. Are you just opining that you think it is unfair that poorer people with lower stats receive more money (via aid) than middle-class students with higher stats receive (via merit)? Sorry I am dense...

Normally my advice to parents while children are deliberating is biting your tongue, chocolate, and booze. However, if "brand" is truly the ONLY reason she would choose one school over another, I think you need to speak up. I believe (others may not) that brand could be A factor, but I don't think it should be THE factor. Cost, atmosphere, meeting academic needs via availability and strength of major, size, accessibility to certain activities, weather, might all be factors to consider. I'm sure there are many others! Different factors can have varying degrees of importance depending on the person. She certainly shouldn't go there if she thinks she is going to be unhappy!

This certainly *seems* accurate to me, but I will let those more in-the-know on FA answer this. I will say that many people feel like their EFCs are more than they can afford.

Tom Hanks' view on his time at a CC. Sorry if this has already been posted - it came out in January. Full disclosure: His youngest son is currently a frosh at Stanford. http://www.nytimes.com/2015/01/14/opinion/tom-hanks-on-his-two-years-at-chabot-college.html?_r=0

On the Stafford loans... My understanding (which is extremely limited!) is that interest begins accruing from Day 1 on unsubsidized loan. So even though the total amounts per year are $5,500, $6,500, $7,500, and $7,500 (for a total of $27,000), the ending amount of debt winds up being > $30,000 (maybe around $32,000 - anyone know??) at graduation. SUBSIDIZED loans do not start accruing interest until graduation. Am I correct in this?

http://www.forbes.com/sites/troyonink/2015/03/31/do-you-earn-too-much-to-qualify-for-college-financial-aid/ This is an article from Forbes culminating in a chart which calculaties one's EFC based solely on adjusted gross income - not taking into account any assets. No idea how accurate it is, but we have had so much discussion as of late about financing college, I thought I would link it. I hope this is useful to someone. It would be interesting to know how close the chart comes to what individuals here had as their EFCs. As the article states, it only takes into account income - not any other assets one might have, which can make a big difference.

Snipped: I might even include those they perceive as becoming major donors as alumni. I believe this is true. When we attended the Duke TIP recognition ceremony at Duke in the 7th grade for ds there was an admissions person who talked to parents and students, and he said they absolutely wanted students who would become good alumni.

:party: Choose The Farm!! (no bias here!)

And there is: SCEA - single choice early action REA - restricted early action The above two are pretty much the same but with different labels. SCEA is the terminology used by Harvard, Yale, and Princeton. REA is the term used by Stanford.