Unlikely. If they did want to go to graduate school in engineering, they'd almost certainly have to take the mathematics coursework that they missed before matriculating into a graduate program, as well as filling in upper-division coursework that relies on having understood that math. But I would still talk directly to the engineering department. There may be a pathway.

This depends greatly on the community college. Furthermore, even if the community college is weaker, he could do something like take calc 1-3 + diffeq at the cc and then retake calc 3 + diffeq at the university. And that's why he needs to talk directly to the engineering department at the school and ask their advice, rather than relying on one-size-fits-all advice.

I would really like to see evaluations based on a *growth* model instead of a minimum standards model, as well as tests which determine what level they're actually working at rather than the grade equivalents on most tests now. For example, if little Jenny in second grade scored 4th grade this year, we expect to see a year's worth of growth next year -- we don't expect the school to basically use Jenny as an unpaid tutor since she's ahead enough to not need to learn anything next year and still pass the test. Obviously this is only a half-formed idea, but it bothers me that once they meet the "minimum" that's good enough, and the focus is on getting everyone to the minimum rather than getting everyone to grow. ETA: Similarly, let's look at a hypothetical situation where a high school has one really awful feeder school. Many students come in from this school reading at the third grade level. Now, in my mind, if a student enters 9th grade reading at the third grade level, and a year later tests at the sixth, the teacher has done an awesome job with him! But all the state sees is "This student is still behind!" In a rather perverse way, the focus on trying to get everyone up to the minimum also encourages ignoring kids who are so far behind that they can't realistically reach the minimum in the next year or two.

Try adding more fat as others suggested. Does she eat sandwiches? There are a lot of palatable sandwiches that don't require refrigeration.

Great idea. Welding certification helped one of my relatives into his first job.

Some schools have a written policy and some do not. It's absolutely impossible to tell. Given the further information, I would keep good records and a portfolio of his work for every class. It may help make up their mind in a borderline case. Sometimes private high schools are more open to accepting external credits than public schools. If he's old enough to dual enroll in CC's you can also make up credits there -- as long as he's mature enough to essentially *be* a university student. Again, these go on *your* transcript -- they were just externally taken courses.

If you purple fuzzy heart love the Greek myths one you might consider the Norse myths one. I loved that even more -- so much that for my second grade Halloween party I insisted on dressing up as Thor. Nobody outside my family knew who I was, but by golly I was Thor. I had a hammer (my father's mini sledgehammer spraypainted silver) and thunderbolt (made of construction paper and gold glitter) and everything.

Yeah, well, eating plain cooked spinach is like eating a wet mop and I refuse to do that either. Not happening unless it's covered with cheese or butter or cooked into an omelette ;) But anyway, life is too short to use books you don't like when there are alternatives. Honestly, at this age I think the history covered should be what gets YOU and your kids excited about history and the past. I loved reading the Childhoods of Famous Americans series at that age.

It is difficult. Many schools don't accept them. If you have sufficient funds, though, you could consider signing them up for courses through an online-school-at-home program as a backup plan -- not now, but in case of emergency. So if you do become ill and unable to continue, you'd merely have to make sure your kid wasn't cheating on his online work. You'd still be able to transcript it by yourself because the program of study was supervised by you. I'd also try to knock out anything that is absolutely essential for university admissions in your state ASAP -- leaving jr/sr year for electives in areas of interest. For example, one of my siblings did World History, American History -- then in the next two years did Military History I and Military History II -- so he had 4 years of history credits, but the last two were self-designed and completely independent.

Man, I dunno. Some people ... Nah, I'm kidding. If you loathe them, totally don't use them. There are things that other people rave about that I look at and say "Huh? I'd rather gouge my eyeballs out than try to use that book." I like their mythology books a lot lot lot, but I wasn't as enamored of the American ones.

Guhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh. Honestly, I think this is one reason to teach algorithmic math in elementary school. I *like* the conceptual curricula, if you have a teacher who can handle them. But so many of the conceptual curricula, when taught by a teacher who doesn't understand the concepts, results in students leaving elementary school who can neither conceptualize nor compute. At least if they used an algorithmic curriculum, they'd have some foundation in computation that the high school teachers could build on. I mean, I spent a few summers grading placement tests at a university. One problem was "What is 1/2 + 1/3?". The most common answer was 2/5. I wouldn't have made this error ... ever, that I can remember. I know 2/5 is less than 1/2, and I for darn sure know you can't add a positive number to 1/2 and make it smaller.

Second the idea of talking directly to the department. Ask them if there are courses that should absolutely positively be taken at the university, as well.

Well -- you are a minor helicopter -- not a Blackhawk attack helicopter -- maybe one of those little remote-controlled helicopters :) (and I sure hope you don't take offense because I am gently teasing) Next time it would be better if the emails came from him, but this is not a major faux pas that's going to cost him opportunities in the future.

The reason for labeling it "advanced biology" is to differentiate between that and regular biology, and to indicate she is not simply repeating biology. I would specifically not label the calculus course as "advanced calculus" has a rather different meaning in mathematics. It is frequently used for junior-level intro to real analysis (calculus with rigorous proofs). It is expected that calculus is university-level -- if it is not, it would be called something like "intro to calculus" or "applied calculus". For the government, I am less positive, but my gut says that she shouldn't do it unless she took two government courses and needs to indicate that she did not just take the same course twice.

If you think your second will need it and it might work for your first, I'd give it a shot with your first before going for two different curricula to learn and work with.

It's a form to waive FERPA -- if a waiver is not signed, university employees cannot disclose information about the student to most parties. For example, I can look up the transcripts of my advisees, but not just any random student at my college. Further information here: http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html I think requiring access to the grade reports generated by the university is absolutely reasonable.

I would totally buy a Klingon sentence composition workbook.

This is partly why I had no interaction with other homeschoolers when I was a child. There was one group which was very much like the group represented by the above group, and one group that was VERY conservative, girls in long dresses with long sleeves, Abeka down the line, separate events for boys and girls of all ages -- we fit in with neither. My father called them the Jesus crowd and the "wispy beards and bean sprouts" crowd.

Yeah, leave that group, start another one called the Mean Mommies club. Then invite the other person with the crayoned math worksheet.

Yeah, me too. Sigh.

I don't think I'd use life of fred for elementary school students who were struggling at all -- I'd rather use something with more explicit instruction.

Some things you might want to check out for enrichment, then. Singapore CWP. Zaccaro's Challenging Math. Math for Smarty Pants and the I Hate Mathematics Book from Marilyn Burns (these are more reading and less activities, but great reads) Visual Manna's Math through Art (it's only $7.95, aimed at grades 3-8) Sir Cumference Math Series (again, reading, but fun) Murderous Maths series (again, reading, somewhat irreverent)

This varies depending on the school. Some (not that often) count everything towards transfer hours. Sometimes, though, you can decline to accept the credits and still come in as a freshman. I would not consider it worth skipping dual enrollment completely, but I wouldn't sign any paperwork indicating the student had graduated until and unless it was necessary.

You know, I wonder if we're all talking past each other here. I think if the child has met the high school graduation requirements of the parents, they should be graduated. I just don't think they should (in most cases) be graduated when they meet the state requirements, which is, I think, what the OP was asking and what people are arguing against. ETA: I would also consider it unethical to tell a kid who wants to graduate early "Ok, you can be done when you finish X, Y, and Z courses", have them hurry through because they want to finish, and then say "Oh, sorry, you're too young, you need to do A, B, and C as well".

But saying "should be" does sort of imply that it ought to happen. If you said "should be given the option to graduate" I'd agree 100%.