It really sounds like you could go either way with this. What does your son want to do?

Is there a lot of difference in cost? If he is still kind of exploring majors, that’s often a lot cheaper to do at a community college.

I think I’d go with the community college that has his major. He’ll be happier being able to study something he enjoys, and I don’t know that it makes that big of a difference where he goes to bring his grades up.

I remember when Chemistry came out updated, it was riddled with errors! I wouldn’t want to use biology the first year it’s updated personally. I would encourage the co-op to go with the previous edition.

I’m so sorry, but I’m glad she’s OK! How scary!

This article has a cute, printable one-page guide to all of the long vowel sounds.

Consider it "educator training"--you were learning what worked and what didn't work for a previous child. It has served it's purpose :-). Sell it with no remorse unless you have another younger student to save it for :-). For your current child, I agree with everyone else--if it ain't broke, don't fix it! The "cost" to switching from something that works is too high (time, peace in the home, student upset etc...)

My son has a single—no way would he be able to handle having a roommate! However, joining a campus Christian group has been really helpful for making friends, and he can go when he’s up to it. So you never know, she may surprise you!

For us, this really wasn’t a big concern. I expect my kids to make out of life what they will and to make opportunities for themselves or not. I think it’s easy to think opportunities are “out there” somewhere, but in reality they are everywhere—they are just different. Sometimes I suggest or encourage things. One did a three week Bible camp. One took a trip to another state to take care of Grandma when she broke her leg. Both were opportunities for growth. I think in a lot of ways though that they do things when they are ready. I did find that even cc here at home provided a lot of opportunities for independence. Not the same as going away, but then we also had opportunities for togetherness that we would not have had if they were away. I think it’s what a family makes of the circumstance and how one views it.

Just to clarify, would grants be affected by a no stacking rule, or only scholarships? (My understanding is the latter.)

Thanks for your feedback!

Just wondering how you liked it?

There’s an extensive review at the beginning of algebra two. I remember the first lesson having a number of video segments. We kept thinking that would be the last section and then there would be another one! There’s also more review in either the second or third lesson. I just remember those early lessons taking a bit longer than the standard lessons to complete, and that the videos were longer.

We did astronomy over a year by doing it twice a week, so you could easily finish it in a semester. My daughter did anatomy on her own in a little over a semester combined with a science fair project, so I think that one would be pretty easy to do in a semester as well. I don’t think I try to do both at the same time though, I don’t know. I’d probably do one each semester. Have fun!

Have you looked at Math U See? It has video, is orderly visual and logical, and his decent review of all concepts. It is mastery-based though. It worked really well for us.

I don’t know how common it is for college entrance. However, we had an unusual circumstance come up. My daughter is going into education, and my state requires a test for entrance into that program, and one of the things that can fulfill it is the ACT plus writing. So, she’s actually going to have to take it again just to meet the requirement.

I’d drop it too. Will it really matter on the transcript? It seems like this is a semester break time, so it could look like she just decided to stop taking it.

For us, I would say that a science fair project (done well--not thrown together at the last minute!) would also be pbl. My dd usually spent several months researching, building, trying things, creating models to demonstrate concepts, writing a research paper, and then preparing an oral presentation for judges (and also spending the day teaching about the concept to kids and adults who visited the booth). It was a great learning experience!

Have her make a list of all the things she wishes she had more time to do (paint, draw, pretend play, building models, read, specific activities, listen to music or practice an instrument)--whatever it is. Then make sure she is set up with plenty of supplies to do some of those things she is interested in. That should help to stave off the "I'm bored/what should I do?" types of statements. I always told my kids I had plenty of chores that needed doing if they were bored, and they stopped telling me they were bored and found things to do! You'll want to have a plan for screen time if you don't want her to just end up using lots of screens in her spare time though--that's easy to just say yes to if you need to work. Do make plans for regular time with friends (maybe friends can join in on the library days or field trips on Fridays--we always did a "Friday Friend Day" at our house, so we worked hard the other days to have time for that.) I hope this is a good transition for you both!

I did all interest-led science with my youngest through 8th grade. She read books she was interested in and did Science Fair projects. It was tons better than any curriculum and better than anything I might have tried to pull together. If I had another one coming up, I would totally do that again.

If you do decide to use MUS, just know that the first couple of lessons review algebra one and have a lot of videos. I remember it took me by surprise when I took my oldest through. They aren’t paced like the normal lessons, and you’ll want to warn your son if he does it all without you. MUS met our needs, and I wouldn’t have qualms about using it again. It’s not the most rigorous out there, but it was a good fit for us.

Awww, what an awful feeling to think you're done and find out you're not! But...wow, this sounds like a great opportunity that you'll definitely want to follow up on! Sounds like she has a great connection with the professor already--that's GOLD!

When she calls again, I would explain how many times she has tried to contact both admissions counselors with no response or in adequate response, and explain that she really wants to get her application in and isn’t there someon when she calls again, I would explain how many times she has tried to contact both admissions counselors with no response or in adequate response, and explain that she really wants to get her application in and isn’t there someone who can help her? Sometimes I have found that you just have to explain a bit more how no one else has been able to help for someone to take the needed action. I hope things work out for her!

I'd probably allow them as part of a PE class if I needed the hours from them. I do remember learning archery in high school PE. Like the others, I did want my kids to get more physical exercise, and tended to focus on that (swimming, hiking, mowing the lawn, raking leaves, basketball & other team sports--casual with friends or in a class, etc...) I may have counted the time my son spent playing airsoft with friends--I can't remember now! But they did a lot of physical with that--tromping through the woods, running etc...

I haven't shot a gun, but another physical aspect of archery is that you have to retrieve the arrows.