You may need to "shop" a bit for a school if you want to bring in as many credits as possible. One of the reasons my dd graduated early was that as an engineering student she was pretty much out of transferrable DE she could do. She had one class left that she could take that would transfer directly. ETA- I think engineering programs are pickier in general because of ABET accreditation. I think she only had one class that went in undistributed, and we know that when she took it. (Business applications).

St. Mary of the Woods is heavily female, but it's almost 1/2 hour away.

Yep. They say that at Rose, too, lol.

I submitted an updated transcript. I think any pdf will upload, though, so whatever makes sense and is easy for the schools to understand.

We self reported last year. ETA Dd applied with the Common App, though. She only applied to 4 and only cared about 3 for EA. We probably should have just used the school's applications. ETA2. It looks like Rose is technically still test optional, but I suspect it works into their merit aid calculations if you submit. Also, join the Facebook Parent's page if it's a school your dc is interested in attending. It's an awesome, helpful group.

https://www.ajspublications.com/ These is pretty neutral. We did the state/ federal constitution work text, learning outside the box Mission Possible and a couple of MIT Splash government-related workshops. Called it a semester of HS credit.

I think either of Learning Outside the Box's two high school classes could pass for a year's work if you do the optional honors essay stuff. Dd did the SciFi class. I had her doing some other writing, so we didn't do the optional essay, but it was enough content for a 10th grade year long class. Dd did it as a follow up the year after Blue Tent's AP Lang, which was really good but had so.many.moving.parts. https://www.learningoutsidethebox.net/spring-2023.html We were happy with everything dd took from Christine. ETA I just see that it was listed above, lol.

Yep. We had one on our list that responded with a yes within a week. They even sent a giant envelope with huge "Yes!" printed on the front. It was surprisingly helpful to our stress levels.

My first Dd did something like this (without consulting the RA) after her second roommate in 6 weeks was a flop. Dd1 is one of the most mellow people I know, so I was glad when she just took matters into her own hands. She actually came home and commuted for a while at the end of that year. Her brothers both had horrible freshman roommates/ locations too. We've decided it is a family curse since DH and I struck out freshman year too. Dd17 has a great roommate. She got the bad freshman roomie on study abroad this summer, so I guess she fulfilled whatever roommate hex that haunts our family.

I'm catching a whiff of potential mental health issues. Start with the RA/ SA and move this up the ladder quickly. If Roommate needs to go through mediation and knows someone is watching, things will either resolve to some extent or blow up all together. Blowing up might force her to deal with things. Otherwise, she may just be a bully, and shining light on this sooner rather than later would be good.

Bio for non-majors likely will not transfer anywhere, but may be an enjoyable way to knock out a high school credit depending on who is teaching it and how the course is run.

I think she's were she needs to be. It's a really hard school academically, but the culture of the campus makes it work. She would have been completely socially isolated at home, and even on a small campus she's got a little bit of a learning curve for social stuff. She's never had so many peers and friends. It's good, but just a lot. She's far from the only one there a year early, although still on the younger end of that group since she's an early summer birthday.

Yes, definitely. She was funny, "What's the big deal..."

DON'T QUOTE My now-in-college accelerated learner just got a first time accommodation for extended time in testing, initiated by her professors and a staff member at her school. It was a major forehead-slapping moment for me. I always knew she was "inconsistent" in testing and had trouble with distractions, but holy wow. I think I really held her back by not addressing it earlier on. So I guess my PSA this evening is if you've tried "all the things" and tests are not where your mama gut says they should be... dig a little deeper.

We have an interesting experiment at our house. Dd had three College Board accounts. Fortunately, she never checked "the box" that prompts the avalanche, but she sometimes gets various mail from the same school on the same day. I can see what was targeted and what was just a general mailing.

I have seen the lack of reading in my own classes, and unfortunately, with my youngest kiddo. I suspect it's too much reading of scrolling text. She just go a 0 on the multiple choice section of a test... while getting almost everything correct on the short answer section. Really? Perhaps reading more carefully next time?

I was talking to another professor today. Someone really good. Like who-I-want-to-be-when-I-grow-up. 🙂 She was expressing how the last couple years have tested everything we know about teaching. I've taught in some form for 20+ years, and it's not just that students aren't grasping things, they simply aren't engaging. I make assignments, and they simply don't do them. It's really hard to discuss literature when one person in a class of 26 actually read the assignment. Professor probably should not be mean, but yeah, a lot of us are at the end of our rope.

DON’T QUOTE My youngest has dealt with this for a few years. She’s in college now. The college is encouraging her to pursue accommodations (she says she won’t…), but she does take a very low dose of anti-anxiety meds and started to see a counselor at school. So try out all of the strategies first, but sometimes it takes an extra something to get past it.

ETA: Rose accepted 61% for the incoming class (2026). I'm not sure where 76% came from, but I think it was lower than that last year, as well. <shrug> The calculator on Rose's website is pretty accurate. Rose's "interest" scholarships come in form of having attended their camps/ programs (dd has two of those scholarships, as well as two outside private scholarships.) It's pretty transparent. I think they give less than 5? full rides each year. (Noblitt Scholars- definitely use the RH application if that's something dc is interested in- That's a totally made-up number, but I'm pretty sure it is single digits). They have some scholarships for groups underrepresented on campus, and those stack with other aid. Rose accepts anyone who is qualified to make it through their programs. It's a point of pride, actually. They can do that because their yield is so low (small city, very narrow degree options, really hard academic programs, and it's rarely anyone's best financial option). As the Ivies have become more selective their yield has gone up. I don't think they are going to be able to continue accepting everyone who is qualified. Juniors and Seniors are strongly encouraged to live off campus at this point. This year's incoming class had kids from something like 25 countries and 40 states. My kid is pretty resilient and would probably bloom wherever she was planted, but now that she's there, it is absolutely the right community for her.

Definitely check the reviews. Macro/ Micro classes vary a lot. It's my dd's most difficult class this term, and she's in engineering school. Most of the ones who take it at her school need it as a prereq for either Econ or International Studies higher level courses. No one takes it for an easy elective.

I have a couple, but my first one is kind of weird. Never take away learning as a punishment. I was about to make dd skip a day of science camp for being mouthy and another parent on a different board called me on it. That experience lead to a whole process of writing up a contract of "rights and responsibilities" for my then-tiny lawyer. She signed a copy every year for three years and held me to the letter of it. She mostly followed it herself. The other is a version of "The right curriculum is the one that gets done." AoPS was recommended to us when we had her evaluated for a grade skip early on. We dipped in and out of over the years, but she always hated it. We did other competition math books and some EMF for fun, which she liked, along with the usual suspects- Singapore, Foerster etc, but I kept trying to find math "good enough" for a STEM kid. We kept ending up back at Derek Owens. Dd just told me this year, "Homeschool advice? Just do the Derek Owens. With a group of friends if you can find them. Then find a good DE Calc teacher." (She's tutoring AoPS Calc this year, so I didn't ruin her education or anything, lol. Because it's on her desk at college she gets "nerd street cred" with the homeschool grads who wander in. It's like a secret handshake or something.)

I see that unicorn still hasn't been found, lol. Dd did CPO Earth science kind of half-heartedly in 4th grade. She wasn't a fan of the textbook. She had done mostly BSFU bunny-trail style before then. (And before there were helpful support groups). She did DO Physical Science in 5th/ 6th grade. She had enough math and really liked the subject. 6th/ 7th-ish she did a lighter high school biology or heavy life science (Exploring the Way Life Works/ Campbell's Exploring Life) then the Georgia PBS Physics (7th), then GPBS Chem (8th). Chem/ Physics were chosen because she had a ready-to-go older lab friend set up for those GPBS years. ETA The teacher for the older versions of those courses is goofy enough to be engaging for a science-minded, math-strong, middle schooler. Otherwise, I probably would have thrown in a year of Astronomy... or the dreaded Earth Science before another round of physics in 7th. After that a mash up year of Anatomy/ CLEP Biology (9th). She did a DE class that taught Office Suite that was heavy on Excel the same year she did Anatomy/ Biology. It is very handy for science labs and made her a much sought-after lab partner. After that, (10th/ 11th) she did dual-enrolled science for majors at the local 4 year. Please note that the above mentioned Earth Science hating kiddo is in school for .... Civil Engineering.

We did WWS3 as a stand alone in middle school (w/o doing WWS1 or 2). Kiddo had already done LAoW and we ended the WW3 year with They Say, I Say. It seemed to all compliment each other well. I guess we also did most of America Reads British Lit the year we did WWS3? That's one of the few books dd wanted to keep. The next year we did World Lit using an older Holt textbook that had decent writing assignments in it and also wrote across the curriculum, then AP Lang sophomore year. Comparative SciFi Junior year (last year of high school). I teach/ have taught comp from grades 4 (homeschool co-op) through 300 level college classes, so I maybe inserted thesis writing where needed? I don't recall, but WWS3 suited our needs for that year. It got done. We didn't do every assignment on every page, though. ETA We did Rhetoric Alive with a small group of friends as an elective the year we did World Lit. It made a nice prequel to AP Lang (Blue Tent) the next year. ETA2 late elementary/ middle school was a mash up of Writing & Rhetoric, Lightening Lit American (with composition assignments but not comprehension questions), Windows to the World, and Warriner's 3rd course. Dd was accelerated in LA because there was a lack of local homeschoolers her age, and language arts is more fun with friends. She got thrown into my co-op classes "sink or swim". Fortunately, she swam.

I put her 12 years of piano in as an extracurricular, but music theory in as a semester credit course, even though it was spread out over 18 months. We dropped PE from her transcript, even though she had legit PE credit. She had been accepted to early college boarding school and would have needed it, but then decided not to go.

I never did either until someone said said something up thread.