I wouldn't do it yet. I would consider, though, that in a few more years -- when she has had a chance to even out and mature a bit -- that it may be an excellent fit and a way to access college courses for free. You may find that if she waits until 12-14 (when she will probably be the most accelerated kid in the program) that she may be able to handle high school/college courses in all subjects AND have time for research as well. I don't see it as a good fit now.

Make a rule that whenever you feel the urge to eat something, you have to wait a certain amount of time before you can. ETA: Also, I've lost 60 lbs using MFP, I love that site.

So maybe low-carb is a bad lifestyle choice for you and more controlled portions of the same stuff as everyone else would be better?

In further response to the OP: A reasonable average distribution of grades (which is NOT necessarily the same as a reasonable exam average) is going to vary depending on the level of class and the population enrolled. For example, it would be entirely reasonable for a upper-division course taken mostly by graduate-school-bound majors to have a grade average of 3.5 or even higher. This is because most of the people who are average or lower in that subject will have moved to another major where they have a higher ability by then. Even at the freshman level, electives still tend to have a much higher grade distribution than required courses. Many students in required courses do not understand why they are required and do not take them seriously. If it is an elective, they usually have at least a vague interest in the subject, even if it is "well I had to take psychology, history, or economics, and I thought psychology was the least boring". The absolute lowest grades tend to be in developmental courses and in courses which are prerequisites for a specific major that pays well. For example, Anatomy and Physiology has astronomical failure rates at many universities, simply because many students sign up for it planning on going to nursing school, but are not sufficiently serious about it. Similarly, principles of accounting I has a terribly high failure rate because many students sign up for it knowing nothing more than that accounting pays well. Developmental courses are similar, because there are years of educational neglect which the university is attempting to remediate in just a couple of semesters. Exam grade averages tend to be higher at more selective schools as well. tl;dr it varies too much to say. But I would sure love to have your exam averages in my lower-division courses.

Yep. And they are usually pretty cheap. Another option might be to check out your county health clinic. If you *have* one, vaccinations are usually quite cheap. ETA: For the record, I superglue cuts all the time.

Yes. I nearly failed my first graduate class in group theory, despite putting in nearly 30 hours a week studying for a 3-credit class. I did not know *how* to study something that was difficult for me! Mathematics had always made such intuitive sense that when I reached a topic that did *not* make intuitive sense, I was completely at sea. After that semester, I did well ... but it took me most of the semester to figure out how to study.

Sometimes even good students get less than optimal grades on a test simply because the material was harder than they thought it was, or they studied hard but they didn't study hard enough, or they studied in the wrong way (i.e. drilling each other with flash cards when the test emphasized application of basic principles). This shows up especially in math classes, where many students study by reading the book and re-reading old homework problems rather than working problems with the book closed and then checking their work in the book. This results in students for whom the math problems look hauntingly familiar, but who cannot even attempt them because they can't remember where to start. We frequently have high failure rates in the early examinations simply because the students are working hard, but not in the right way.

Because they care and nobody else is doing it, and they don't want to call CPS over it? I do a lot of things I shouldn't *have* to, simply because it seems to me to be the least bad of the available options.

I would agree on this. All the other women in my family have very light and slender builds. Their ideal weight is a BMI of about 18-19 (their height varies). For whatever reason, I did not get those genes. I have very broad shoulders and more muscle, and my ideal weight (that puts me at a bodyfat % of about 20%) puts me at a BMI of about 23. I'm about 10 lbs over that now, wearing size 8 on the bottom half and size 12 on top because anything smaller is too constricting around the shoulders.

I know a fair number who have. An inspirational story! http://en.wikipedia.org/wiki/Rosalie_Bradford

Here's the TOC from the publisher: http://www.pearsonhighered.com/educator/product/Intermediate-Algebra/9780321279200.page (btw, it was not easy to find, your confusion is understandable -- I had to use the link you provided to find the isbn and then search the publisher's site by isbn to get it to appear)

+1. Here's the beginning of Antony's speech:

Or if they weren't sticking their head in the sand they'd see it your way.

Well, Kathy has said pretty much everything I would have, so I shan't bother repeating. Sometimes you can get extra theory while being enrolled in the standard course rather than being formally enrolled in a separate independent study. I've never had anyone ask, but I'd be more than happy to draw up a study plan for a serious calculus/analysis text such as Spivak or Apostol for a student to work alongside my class while still being formally enrolled in "calculus 1".

"most people failed" = my friend and I who pretended to study together both failed and I didn't look at anyone else's. I don't usually tell them that most of the class didn't do the hw even if it's true. Rather, I say something like "I was very pleased with how well those of you who did the homework are doing on the test! Unfortunately, a few didn't do that ... blah blah blah" -- in other words, make them feel like they're in the minority.

A young philosopher sold his treasured pony to continue his studies, thus showing that he did indeed put Descartes before the horse.

Don't know how old he is, but if he's old enough, why not tell him that if he wants his eggs plain, he needs to learn to make them? As far as food, I tend to have reheated leftovers a lot because then I don't have to cook ANYTHING. There's no reason breakfast needs to be breakfast food.

I would strongly, strongly recommend doing the placement as well to look for weak areas. It is VERY common for students exiting PS to have weak areas, sometimes as far back as second or third grade math, which have NEVER been caught. Since PS usually wants to have all the students doing the same curriculum in the same year (and in some cases states have banned offering developmental math in HS, which is just dumb), they don't stop to fill these holes, but keep plugging through. It does not have to be Saxon's placement, but you should make sure that her foundation, especially in fractions, is solid before you try to continue.

Tell him if he goes naked you're going to photograph it to show to his first girlfriend. Don't really do it, you'd probably get in some sort of trouble, but that should be enough to get a "AAACCK MOM"

How can you tell the human body was designed by a civil engineer? Who else would run a toxic waste line through a recreation area?

If you're sure it's a "hates math" and not "hates Saxon" (in other words, did she still hate it in PS?) and that she is properly placed (did you do the placement test?), then yes, just work through it even if it takes longer. You should also work through the summer.

Don't forget that this is for college students of average age and preparation -- average high school students, being younger, may need to put in more time to attain the same results.

The proposal itself seems to be real; the vitriol and rhetoric surrounding it less so. I'd be surprised if it goes through (and frankly, I agree with the objections), but it's not something that I'd start to panic about other than contacting my congressman or whomever and sending a well-reasoned critique (which this article is not), if I lived in the state.

That's a lot of APs. For some students (those who could already be in college) that many APs is not a problem, but for many other students it is just overwhelming and college prep/honors courses are a better option. I noticed you said pre-calculus as dual enrollment and mentioned that others were struggling with it. Choosing the two-semester college algebra + pre-calculus course is probably a better option for a student who has completed high school algebra 2.

I never could do the monkey bars.