Haste often makes waste with mathematics learning. If she does an accelerated algebra class and doesn't learn it and has to re-take it, she will be further behind than she is now. She just can't learn it faster than her brain is ready to grok it. I honestly don't think working in pre-algebra in 9th grade qualifies as "very behind". I would say someone working in a solid pre-algebra in 8th is "on level", even though it's the current fad to rush everyone through in 8th. I think it would be better to simply continue working through (including summers) until she finishes algebra 1. At that point, you and she can decide whether to try for algebra 2/geometry concurrently (works for many people, but you do need to allocate time for two classes) or move through. If she completes one class per year, she would have 10th grade algebra, 11th grade geometry, 12th grade algebra 2. She would need to do a conceptual chemistry class or postpone it until senior year, and probably wouldn't be able to do anything but a conceptual physics. But if she *understood* what she learned, she'd be ready to move into college algebra and do well. My developmental classes are full of students who "completed" pre-calculus in high school and yet don't understand algebra 1. If four credits starting with algebra 1 are absolutely required, she could double up in senior year with a non-ap statistics class (or a DE class in spring semester for either stats or math for liberal arts; she'll easily have the algebra for it then). If she's not heading for a STEM-heavy major, I would also have absolutely no qualms about using a rather light geometry (MUS springs to mind, but there are other options).

For a stem major or an undecided with stem possibilities, I would go calculus for sure. Another option (if he's sure that he isn't going for a stem major) would be to take an applied calculus class and/or stats class at a community college. I offer both because some universities do not count lower-division stats classes for general education (which irks me) and also that way if he chose a major in something like business/accounting he would have the math prerequisite satisfied, but I really think everyone should understand statistics, and some majors require statistics. This decision could be made later. Oh, and I just noticed you said science. If non-stem, environmental science is a possibility, as is picking pretty much any 3-credit class from a CC. If you want to DIY, I'd look at the science for non-majors classes at your local cc and pick a textbook for one of those (you can post here at that time and people can help you find books). If stem is seeming more likely, I'd probably get a head start with a two-semester sequence in a science -- even if it ends up not applying, it'll knock out a gen ed.

Or his alternate email account.

This is more challenging than it looks. A second bachelor's would usually have to be completely self-funded (or funded through employment) and often would require paying higher tuition because a significant amount of credits have already been accumulated. Gov. is not very interested in paying for people who already have degrees to get more degrees or for people to take a long time to finish. An advanced degree in the humanities is challenging to get admitted to without having done the undergrad preparation. It's not as bad as changing to STEM, but someone with an engineering degree trying to go for history is at a substantial disadvantage, especially if they didn't take much in college and what they did take was a git-r-done class at a CC.

I agree with this (and other similar posts that I'm not going to go back and find) and will add that it seems especially bad when the goal is to make sure that your child never has to take another English class by ticking off the requirements as quickly as possible.

If I know at the beginning of the semester that I'm going to be absent on a specific day in a class where I can't just find coverage, I try to jigger the schedule so that there's a test on that day.

This varies massively by school. I have no TA for any class (there are no math graduate students either). Someone at (for example) a community college would also probably not have a TA. Even in graduate school, there were rarely TA's for any classes starting at the calculus 1 level.

Unless they can find someone who can pick them up at the last minute, yep.

Yes. And I can't just "call in a sub" either.

Yes, another option is to enroll only for the classes she's missing (although if they are classes like missing the abstract algebra sequence, *many* schools will let you take that sequence as part of your master's, which allows you to get a tuition waiver/assistantship for it if they admit you). But it's most important that you have the mathematical maturity and capability for abstract thought (which can be demonstrated by doing excellently in *some* of the classes). If there's a specific local place where she wants to do a master's, enrolling as a non-degree student for a two-semester sequence like that is a great way to pave the way for admission for a master's -- because then the professors who are instructing her in those classes can speak to the graduate director about how awesome she is.

Math at a CC lets you live wherever you want? Gosh, I'm applying for CC math jobs and *I* haven't seen that ... there are some places where I haven't seen a job open the last two seasons. I'm currently at a 4yr and I'm in my office a LOT. Yeah, I can go in at noon some days, but I also end up there until nearly midnight sometimes because things need to get done.

Auditing a theory-based class and being excited by it is a good sign. Intro to proofs is when I changed my major to math. Before that, it was easy but rather tedious and boring. She can always do a "strong minor" -- that is, just because the minor only requires 6 classes doesn't mean she can't take 8. It is quite possible to get admitted to a master's in math (probably not at a top-tier university, but my grad school admitted people, with funding) without a math major on the basis of strong preparation in the classes they DID take, good recommendations from the professors in those classes, and doing well in at least one proofs-based class.

You can go either way. Just make sure to choose a class where he has satisfied the prerequisites. Don't give him a physics class that assumes concurrent or prior enrollment in precalculus.

It's commonly called casting out nines. But really, it's not that necessary. CLE is designed for people who aren't using technology. Without technology, it makes 100% sense to heavily emphasize them.

Yes, a 300-400 level class for junior and senior math majors.

Right. Honestly, I would avoid taking courses before calculus at the CC, though. You'd get a better class from something like DO. Precalc is better than the lower ones though, but it's still mostly people who didn't understand it in high school, and you just can't cover as much as an honors high school class. The college geometry class she'd be taking for math ed would be a jr/sr class and almost always with a proofs prerequisite.

She actually (if going for math for educators) also needs a firm foundation in geometry. They'll require her to take a geometry class as well (in almost every state) that will build on her HS geometry. Not that it's more important than algebra. But you could look at it another way -- she'll review the algebra a lot more than the geometry with progress through the curriculum.

Honestly, I would put the ball in her court. If she wants to go to CC, she'll need to do the math. Her choice. But if she does choose to go for it, I'd be more inclined to put the algebra 2 at home than the geometry, because then it would be a lot easier to drop the algebra 2 or half-pace it and focus on geometry if she decides that there's too much work.

Texas has a similar number of GE requirements as many other state colleges currently do, but they are very us-centric and very history/politics-centric. For a comparative example, at the state school where I did my undergrad, it was 3 comm, 9 english, 3 arts, 3 humanities, 9 social science, 9 science, 3 math, 2 pe/health -- but within that, there was some freedom so I was able to take psychology, geography, and international relations for my social sciences.

I agree with you about the ones who've committed to it for ideological reasons. I don't think there is a way to help those kids without far more intrusion than I would be okay with. A net that's fine enough to not let ANYONE slip through the cracks is no longer a net, but a straightjacket.

I agree with your definition of educational neglect, and with everything else. With respect to unschooling, where I think it's more dangerous is *not realizing* that your kid hasn't learned things, and I'm referring to core things like the three R's. If you're working in a book that's grade levels behind or you're working in a book that's grade appropriate but they're unable to get it, it's much more obvious. I will share, personally, that I had an unschooled relative who was horrified when taking the CC math placement test to find his estimated grade level was 3-4. He was highly intelligent and articulate, and with a couple of weeks of concentrated work (and Life of Fred -- one of the places where I think it REALLY can work well is with someone who's older, untaught, and very articulate) was able to pass the placement test into Algebra. He flew through beginning algebra, but struggled in intermediate and college algebra. Basically, because he had learned it so fast, he hadn't really internalized it, and so while he could solve the problems and understand them, it wasn't automatic. After college algebra, it actually got better because his arithmetic/basic algebra skills had become automatic. He is doing fine now but quite negative about the mathematics aspect of his education, and it did close off STEM pathways (except life sciences) as potential majors for him unless he wanted to spend 6 years at college. Should he have had CPS involved? No. But more and more, I am liking the idea of an evaluation (standardized test or teacher, your choice, state pays) for information only. I honestly think that it would be an alert for many of the parents with the "I meant to educate them but things have gotten away from me" problem going on.

I've seen several in my developmental math classes in this extremely low-regulation state. Students who have supposedly completed a "college prep" curriculum (which is how they got admitted with ACT composites in the teens) but will tell me that they have never done algebra. They aren't kidding, either. They need structure and assistance to solve problems like 2x+3=7. Apparently unschooling was playing computer games all day every day. Yes, I do think this is neglect. I would understand it if it were a kid who wasn't intellectually capable in the first place, but these are. Their parents just believed that they'd teach themselves. I don't have a good answer, either. But I think it's important to say "this is neglect". Ignoring it increases the social acceptability.

Yes, if she wants to do psych in college psych would be a perfect 4th credit. I'm not sure where she's looking at college, but at some large universities psych 101 is a massive lecture-hall class. Especially if she's looking at one of those, it might be a great idea to DE at a CC. It's usually not a hard first class, it transfers very well as the curriculum is very standard, and she would get a smaller class. Also, CC profs are often VERY interested if they get a student who wants to major in their subject (even potentially) instead of just ticking off boxes. I got a lot of extra discussion/articles/loans of books from my chemistry prof. Lastly, it might be a good way to get a reference for college applications if she did it before the applications are due.

Ya. But there are actually reasons for this. When I have my students (especially in developmental classes) turn in handwritten homework, they get it back, maybe look at the number on the front and never look at it again. Often the entire assignment is done incorrectly because they make the same mistake on every single problem. And so their mistakes compound. The computerized homework immediately says whether it's right or wrong, and gives extra chances to keep trying to get it right (which I can't really do in a traditional f2f class due to turnaround time). There are definite flaws as well. It's good for problems with numerical answers, or problems like "factor this". I require both types of homework, because computerized homework is horrible at teaching graphing or asking questions involving reasoning.

Ugh. Can she print the problems?