We did it in 1 year. It isn't heavy, even at that speed. I'd go ahead and get it out of the way so you can focus on other things the rest of high school.

If he will only be taking it once or at the most twice, I'd wait until spring of or even June after his Junior year. If it is really awful, he can retake in the fall. CC's typically have very late deadlines, so the pressure to be done early doesn't exist there. The only thing you should keep in mind is that you don't always have scores back from one testing before the deadline to sign up for the next passes, so you need to plan that wiggle room. I definitely wouldn't rush though in your circumstances. His ability to take a timed test will improve with age and practice (particularly true for those with issues like dyslexia), so I'd give him as much of both as you can. Any chance he could get accommodations? Extra time or a reader could be a life-saver for a dyslexic student.

My dd was with a friend, both under 18, and had a tire go low. They stopped for air and an older man stopped and offered to help. He checked all the tires and aired them up for the girls. They would have managed, but were very relieved to get help! I think I come off as very competent, no one ever offers to help me, but I love people who help my children!

No, colleges do not know if accommodations were used during testing, and no, disabilities do not have to be declared during the college application process. Either one of those ideas would violate the student's right to privacy and could lead to discrimination.

This is how I would describe our experience with AG too. I started off going through the lessons with dd then her doing the practice, but somewhere along the way we switched to it being completely independent, although I checked her work for accountability. It was a good review and did fill gaps and I really like that it is reasonably thorough, but still very concise. It never felt like she was wasting her time, but definitely strengthened her understanding of grammar.

The article says 5% of students taking the test get accommodations. That doesn't seem at all out of line with the number of students that would actually require accommodations. If you told me 20% of the students taking the test get accommodations, I would be concerned about fraud, but not 5%. Accommodations, as other have noted, take more than a simple doctor's note. They require a history of accommodations in the education setting, 504 or IEP, Parent or counsel letters. It isn't trivial and even still, accommodations are often denied. I don't see it as at all likely that this will become a major issue. I also do see that kids getting tutoring in a "West Coast City" are very likely to have a high rate of ASD or ADD. It is rampant in the computer industry. Dh is VP of applications development in a relatively small business and at one time every one of his programmers was on the spectrum, although he now has a few NT individuals working for him lol.

So, my expectations and the reality of DE can be quite different. While I expect dual credit to be a college course that high schoolers are taking, same content, same instruction, that isn't what our local school district provides. They offer DE credits taught at the high school with high school teachers (with specific qualifications) doing the teaching. They have class time 5 days/week for the entire school year. They may cover the same material, but they do it with roughly triple the instructional time that a college would have. There is more busy work and lower expectations because it is high school, not college teachers. I've talked to kids that went from that experience to college and it is a tough transition. Many kids graduate with 30+ DE hours from the local high school, but they've never been on campus, taken classes only 2 or 3 days/ week or compressed a course into a semester AND they go to college ready to skip over the freshmen level classes where they are expected to still be learning how to deal with those changes. My kids did DE enrolled directly at the colleges (one at a CC, one at a local state U) in classes where they were the only high schoolers in the room. I don't think the DE courses on high school campuses are typically equivalent, but there may be exceptions.

Me too! They were quick to fix the name and I'm really glad to be back to my old self lol.

I agree that Lively is a good resource for introductions. The only thing I would warn of there is that when kids try to start general, they often go too general. I am in a graduate class for teachers who teach composition. The most common complaint is papers that start, "In our world today" or "In our society today" or any variation on that. The kids have all been told to start general and then get specific, and we're all ok with that, but make sure that what is there is really introducing the topic, not just a broad statement for the sake of being broad.

Same here - although I emailed instead of calling . While I regularly hear that schools require the FAFSA for all students, we didn't find it to be true. My advice if you are well aware you aren't going to qualify for need based aid is to check with the school. You could save some time/effort.

I'm very confident that dd's first choice on the list would be a KitchenAid, but why on earth would they be moving every year after college? The only other items she would like are the crockpot and Starbucks gift card. What she really wants for college graduation is a car though OTOH, the only gift there that would interest ds is the new laptop and maybe the printer. College grads are unique individuals :). The list was fun to look through though.

I would say it is time to start visiting colleges and see what your kids like. Come on into the college board and start reading. I'm assuming if you are starting 11th grade now, that she will graduate in 2 years. It is definitely time to get started :). Have you read Lori D's 4-year high school plan that has when to do testing, college visits etc? I don't know if the search will let you find it right now, but find it soon and you'll see all the things that need to happen in the next 2 years, probably get overwhelmed, but then be ready to tackle it! Whether a CC is a good fit for kids wanting to go into medicine depends a lot on what their end goal is. Medicine is a broad field. Medical school is competitive and a CC background won't improve their chances for admission. My dd is working on her BSN and the college she attends wouldn't accept science credits from a CC unless it was one they specifically had agreements with - ours wasn't. Consider using that CC for some dual enrollment credits to get them a head start. Finally, the initial price tags on colleges may give very little indication of what you will pay. There is need based aid and merit aid. Start learning about what qualifies for need based aid and get those ACT scores to find out if merit aid will be an option. Sometimes the small private schools offer enough aid to be cheaper than state schools and sometimes state schools will offer great aid and honors programs. You've got lots of research to do, but you can do this!

I have another year before making this decision, but I will probably do the same thing I did for high school, that is print just a few and send them to family, especially those who will want to know but that we don't keep in regular contact with. Our immediate family wanted them too - as keepsakes I suppose. I don't remember if we specifically said that gifts were unnecessary, but no gifts were received based on announcements. My kids only got graduation gifts from close friends and immediate family who would have given them with or without a graduation announcement arriving.

This is very like the school ds attends, except instead of a year, they give until the next semester starts; I know because we've been there done that. I would expect them to be willing to take information from you while your dd is too sick to be able to contact them. It might work well to email from her school email account, letting them know it is you and that she is hospitalized and not physically able to make contact right now. While they can't release information to you, most colleges are perfectly willing to hear from and work with parents when the situation calls for it.

MUS is easier than TT or Life of Fred. I can't compare to all the others. There is a only a very light introduction to proofs. Both my kids used it, the English major and the nurse. Neither planned to do math beyond college algebra, so more emphasis on proofs as preparation for calculus was unnecessary. It can easily be done by an average math student in 30-45 min/day across a standard school year. ETA: MUS is also designed for students to move on as they master a topic. There is just one lesson/week and when the student has it down, they move on. No need to complete every practice page.

Another vote for MUS Geometry.

I tutor writing for tutor.com and there are a lot of libraries that have contracts with us. Students can go in any time and have a (roughly) 30 min session with a live tutor to go over a paper. I do off-line reviews of papers, but I don't think any libraries offer this through us, usually colleges, or self-pay. I encourage you to check with your library though. The only downside is that the tutor would not be familiar with EIW.

I don't know how kids do it, but I have never been a fan of notecards. I made them once or twice when a teacher required it, but didn't use them even after making them. My process looks more like highlighting or stickynoting resources and creating a "resource" document where I put in quotes or information from sources I want organized by source. I hate flipping through note cards and always have. I just finished the rough draft of a 13 page paper with about 20 sources - notecard free! Debbie

As someone getting a master's degree in order to teach college English, I would say it is very possible for her to do this. Generally, she will get to choose what she emphasizes. The current trend in pedagogy says content over form. Depending on the school district, she might be able to have students turn in papers in electronic format where she can use a spell check to help her in grading, then she'd only have smaller assignments and tests that she would have to work through. I would expect grading to take longer for her, but she could do it. I would encourage her to lean toward high school where there is less emphasis on grammar and spelling and more focus on reading and writing.

I included them in the notes section with a note that said taken in 8th grade and then just listed them. I didn't include them in the credit hours or the GPA. My kids had plenty of credits in high school.

Dd is 3 hours away and comes home every 4-6 weeks. Ds is less than an hour away and we seem him most weekends, but usually just for lunch or dinner. I don't think he's spent a night here since Christmas break.

My dd used DIVE for Chemistry. I wouldn't have even considered signing her up for the AP Chem exam. It was a solid on-level course, but not at all equivalent to an AP course. I'm really bothered by on-level courses like DIVE saying that they prep students for AP exams. I think your student would have to do a lot of outside work to be prepared.

I'm super excited to announce I received a graduate assistantship!

This was two years ago. Dd is a college sophomore and it was her last year of high school.

I used Write at Home with DD, but I can't compare to any of the others for you. What we liked about it was a reasonable pace that had students do a great deal of revision so they had time to learn from mistakes and improve their work. The feedback was excellent and she became a better writer. We only used their highest level of high school writing. I wish I'd found WAH sooner. Like your dd, mine did better writing for someone else and selecting a course that was a gentler pace that allowed time to learn instead of just crank out work was really good for her! We did add lit to make it a full English credit.