If you can afford it, then I'd consider continuing letting her follow a passion. Learning to play (even if you have to listen to her sing) can be worthwhile in the future as she may continue to play without singing. Would you continue paying for guitar lessons if she wasn't singing along? If's it's financially unreachable, then I think you say NO or you find a way for her to pay or for her to work for you to pay for it.

Self paced is great if it works for you. My oldest has done all of their books self-paced. He's taken a couple of online classes - competition math and intermediate NT (which has no book), but we prefer the self-paced so we can go at our own pace. I've done some of the books self-paced with my 2nd and 3rd kids as well as some i've tutored.

Is it common for competitive scholarships that require interviews to also have onsite essays? I thought my son would end up doing some of these competitive scholarship interviews, but he already accepted a spot at a university giving him lots of need-based money. He would do very poorly at an onsite essay since he has learning disabilities - most notably severe dysgraphia. He can write a very good paper, but it takes time.

How important is it to do well in 1st grade on standardized tests? - just asking. Basically, I feel like doing a bunch of prep for the standardized test takes away from time you could be absorbing much cooler science and learning. My kids essentially just read lots of library science books and do co-op science classes for elementary. They do come from a science family, but they are better prepared for high school science than their peers and they do great on high school standardized science tests. Never tested younger.

I agree - call and don't give name. They should be able to answer generic questions. Sorry you are having to deal with this now.

All the tests get turned in under the school's name. He should be able to write his answers on the test book and take it home with him. The answers will be available about 24 hours later on the Art of Problem Solving website. If he does well enough to qualify for the AIME I'd tell the school coordinator that unofficially you are giving them a heads up that you think he qualified and will await official grading. That gives everyone more time to plan for the AIME.

Sending you a pm.

I've used MIquon and Singapore math in the early years before Beast.

Asynchronous is great!

I guess your real question is do I supplement -YES. I have added in Center for Literature for literature discussion (no writing). I do a lot of literature reading outside of BW. My older kids read famous essays and I assign writing outside of what we do for BW classes. If they are having issues with something particular in grammar, I find a way to teach it. I do not use a formal other language arts program.

Well, I'd say that everyone who does Brave Writer does it differently. It's not a laid out curriculum that says do this in this year. I have no idea what a Brave Writer coop class would look like thought it sounds like it might be fun. BW (especially in the younger years) is more a philosophy of how to teach writing naturally. I've done grammar teaching through copywork and discussing grammar in passages and in writing. My kids have not done formal grammar or diagramming. They have excellent scores on standardized tests like ACT and they use grammar correctly in writing. BW has all sorts of helps - anything from the Writer's Jungle in which you can learn generalities and apply them to your school, pdf lesson plans for younger years; online classes - this is what many use when they say they love BW; Arrow and Boomerang pdfs for literature. At my home BW looks like using a number of BW ideas at all ages. My little does more discussion based learning right now. My middle schooler has done some online classes (mostly fiction writing) as well as uses some projects from Faltering Ownership. My older kids use BW online classes and the foundation for their writing teaching. We do other writing, but we LOVE BW online classes to teach them first.

Conservative is where I get hung up. There are definitely smaller engineering schools out there.

My senior visited down there this past year. We didn't see the engineering specifically as he was interested in math and computer science. We loved the campus and the people, but it was obvious that it wasn't his perfect fit. The math and CS departments sounded solid, but not what my son was looking for. He is headed to Vanderbilt next year and feels it's a perfect fit.

A good student (not stellar) with solid math skills should be able to get into a good engineering program - not the most competitive ones, but still very good. Computer science is heavy on the programming/software side of computers. Computer Engineering is much closer to Electrical Engineering and is heavy on the hardware/digital components of the computer and designing the computers themselves.

if you are looking for just geometry, then yes you can just do the MEP geometry sections. I've actually done that with one student that I was tutoring.

If it's "your" money that is in her name, then there is nothing deceitful about moving it back to your name. I'd have no qualms about moving the money and then reporting it as it is after moving it. Whether you move it to your savings or a 529 is up to you and I'm not sure of the details of opening a 529. I think the main benefit is for money to grow tax-free to be used for education. A question that is asked on some forms is if any of the student's money is held in someone else's name.

Uugh. So sorry. It sounds like you already know your options, but so sorry you are in this bind. I don't really have any new suggestions after I reread your post.

At my home learning to write out problems evolved from doing ALL of AoPS orally to learning how to write out olympiad and preolympiad proofs and then working backwards to how to write out simple problems. I was working with a severely dysgraphic child who could "see" the solution, but learning to write it out was a whole different story. I did not hold him back in math while he was still learning to write out the problems. The way I teach math to the rest of my kids and ones I tutor is influenced by how my oldest learned math. My second just wrote out everything like a good student that showed all his work. :glare: With my daughter, I sit by her side and do almost everything together. We do some of it orally and other problems she writes out. She essentially uses a new piece of paper for every new problem. For some students, I believe learning how to write out the solutions is almost a completely different course than teaching the math concepts. For some, they learn concepts and solution writing at the same pace and it makes everyone's life easier. For others, I think you have to separate the two - teaching concepts and teaching how to write solutions are both very important, but might be learned at different rates for some.

I'd look at MEP - level 7 and up.

I haven't planned much of high school - just followed passions and found "great" classes that met the need of teaching my child. I do work toward having ACT/SAT scores reflect my child's potential as that is a first cut for most scholarships. My oldest just got into a meets-full-need competitive school. His resume shines as having a passion for math. However his only APs were math and calc based physics, only 2 years foreign language, basic history, solid English - but nothing crazy competitive. He ended up with 9 credits of math starting with Algebra 3. We certainly didn't plan it that way, but just let him follow his passion. I never dreamed that he'd want to go to a competitive school - I just thought he'd want to stay home. I don't think colleges all want super-good at everything. They want individuals that have a passion for learning who are likely to continue learning in college. They want someone that has interests beyond academics - not necessarily the check the box do everything kid, but someone who pursues passions.

I use Singapore math alongside Beast.

I submitted one a few weeks ago and the turn around time was less than 24 hours to be approved. Not sure this is typical, but you might be good.

I'd reschedule and then make specific goals such as read this much TODAY. As he gets better at meeting daily goals, increase to 2-3 day goals, then weekly goals. Scaffold your child as much as needed for as long as needed, while gently pushing to be more independent.

I agree that the easiest way to be approved in a timely manner is to submit one of their sample syllabuses. On how to get your own syllabus approved: I used an approved texts, so that part was easy. Model the syllabus after an approved syllabus. I kept everything generic - Weeks 1-3 study these topics; weeks 4-6 study these topics; I specifically listed any needed requirements - have discussions, tests, labs or anything else required. I listed out the requirement next to the place in the syllabus it was described. I think they mostly want all the boxes checked saying you are actually teaching all of the pieces that are required.

I used William Bennett's America: Last Best Hope volumes 1,2,3 for US History. Readable and enjoyable.