Jump to content



  • Posts

  • Joined

  • Last visited


745 Excellent

Recent Profile Visitors

The recent visitors block is disabled and is not being shown to other users.

  1. DD majored in comp lit, with certificates (like minors I guess) in chemistry and a language. She took one premed course during the summer.
  2. I found this as well: https://www.testprep-online.com/scat-sample-questions I didn't pay for any of the prep but would have done if DS had not done well on the test. He's not used to standardized tests at all but managed to do okay.
  3. DS14 just took the SCAT a few weeks ago. I had him do the practice test and, on the basis of the result and the fact that I'm tired, decided not to have him prep any more. I figured I'd let him take it and then do a retake (with lots of prep) if he didn't get in. Fortunately he did. He did better on the actual test than the practice. Having said that, I recently received an email from CTY about a testing pilot program they are running now that will permit students to use scores from a wide variety of tests to qualify: https://cty.jhu.edu/talent/docs/Testing-Pilot-Flyer-2021.pdf
  4. Looking for some advice on helping DS (14, ADHD) to prevent/catch silly mistakes in his work, particularly in math and French. I know about the idea of creating checklists to check, but this is proving difficult to implement for a variety of reasons. Getting him to write down all the steps in math is an ongoing battle. He has meds and an EF coach involved. Does anyone have any tips or tricks that have worked? Thanks.
  5. DDs (twins) graduated homeschool high school two years early, because of grade skips from when they were in b&m school. We were using an umbrella school from the country where we had lived when they were in school, which provided accountability for the girls in terms of check-ins with tutors and so on. One of them was/is very interested in music and decided to go to an academic boarding school with a strong music program for sixth form (we are in the UK right now, so she went for the last two years of high school to do A-levels). It was not that far from home, and the school's boarding structure was such that every third week was either a long weekend or a holiday. She took classes that she had not had the opportunity to take in high school. The school itself was not known for being academically rigorous; however, they did provide DD with many opportunities, both academic and otherwise, and supported her in challenging herself. So the flexibility of the school in recognizing DD's needs was key for success. This was down to individual staff but also the general approach of the school in supporting students as individuals. Other DD decided against this school and did two years abroad with an American high school program. This required her to learn another language and live with a host family for a year each time, without prior exposure to the language. This provided plenty of academic challenge; in addition, the program offered multiple AP options. Extracurriculars were dependent on location and luck, and this was one downside to these programs. DD was not able to continue with some of the activities she had enjoyed. In addition, looking back, I think that there was not a great deal of supervision of the students, who were left to roam free, depending on their host family's requirements. DD is sensible and mature and so this was okay for her, but from what I gathered, other students should have had more supervision. I think the supervision varies by country as well. In terms of college, both ended up at their first choice school and have done very well. In terms of SATs, IIRC, both took the SAT a few years early and the extra year or two didn't really improve on their scores. I
  6. I have two who graduated two years early and did not want to go to university that young. One went to boarding school for two years, and the other did two years of study abroad. DC3 was in boarding school from age 9, which was the best possible option for him. DC4 is 14, homeschooling and in no way a boarding school type at the moment. I'd be happy to answer questions, here or by pm.
  7. DD is off to med school in August and is renting an apartment with three other students she does not know from before. Apparently all the parents are being asked to guarantee payment of rent, and I'm okay with guaranteeing DD's portion of the rent but not anyone else's. The landlord also wants a lot of info from me: tax returns, W2s, paystubs, letter from my employer, bank statements, passport, etc. I have not rented in the US in ages. I don't even have a W2 because I'm not in the US. Is this kind of request normal? I really don't want to give all that personal info to a random stranger. Argh. Any tips on how to help DD get an apartment without giving out all of my identifying information? What should I watch out for when co-signing the lease?
  8. We tried MOS for a year, but I got fed up with the lack of homework, lack of constructive feedback, teachers not showing up, etc. We're at another online school, which is better. I spoke with CHS as well but didn't think it would be a good fit.
  9. Petty vent I know, but with other much much bigger bad stuff going on that I can't vent about, I'm going to say how irritating some of the kids in DS's Scout Troop are, and he has to work directly with two of the most annoying! He's SPL and his ASPL is a nightmare -- whiny, sucks up to the adults, tries to boss DS and acts generally like DS is his to order around. I monitor DS's WhatsApp and emails (he's only 13) and have had to step in a couple of times behind the scenes to help DS shut down this kid's rudeness. And it's the beginning of the term. Plus DS has been told to work with a very young junior ASM who is even worse. Spent a few days on a hike with this boy in October and he was, literally (and I mean literally), ordering much older and much more senior adults to stay hydrated (Mrs X, have you drunk water on this rest stop? You need to drink water now) and how to hike (Mr Y, you need to put away your camera or it will bump the side of that descent/Mrs Z, hand down your walking poles to me now). Trying to ignore it but it's soooo annoying. And of course the parents think their kids can do no wrong and are part of the problem. Argh.
  10. If you can get a taxi (should book one in advance (through Addison Lee) to be sure of it) and get to the start point, you can do a London Walk https://www.walks.com/our-walks/walks-by-date/?d=2019-12-25 This seems to be offered only on Christmas Day. Here's a link to transport info for Christmas: https://tfl.gov.uk/status-updates/major-works-and-events/christmas-travel
  11. I'm pretty sure I saw your question 2 posed recently on an email list serv I'm part of but can't locate the exact email. I believe the solution was to have the LOR writer send that particular recommendation directly to the school, and have the other recs from that writer made generic and uploaded through the Common App. As for 1, it's the recommender who uploads the rec, so pretty sure you would not be able to decide not to use the rec once invited. I'd say start very early with recommenders as some of them don't upload until super-late and it's super-stressful! As for 3, I'm not sure but on the basis that the grades/academics are the most significant criteria in admissions, I would say pick people who can speak to your DC's academics. I would avoid having three recommenders who are community leaders/other who can speak only to your DC's extracurriculars, or leadership skills, or music/sport talent. I think the school is trying to avoid situations where the recommenders says, gee DC was in my non-live online class, turned in the papers on time, did a good job on the test, but I've never had a convo with them irl. So if your online class was live, and DC had significant interaction with the teacher, I'd go with the online teacher and be sure the teacher gets the point to emphasize the personal interaction with DC that have allowed them to get insight into DC's abilities, outside of assignments and tests. I hope that makes sense! I think the key point is to ensure that the recs are balanced in terms of the insight the recommenders can give into your DC's talents, personality and ability, and that at least one (preferably two) speak to their academic abilities. But ofc that would be possible with ECs -- a recommenders could say, well DC volunteered many hours for our project and showed a real flair for writing well and persuasively.
  12. I would appreciate an invite. I has two 21 yos and an 18 yo to contribute.
  13. That just seems outrageous to me -- and most of those absences could have been known well in advance! I can see how this would be extremely annoying from the prof's perspective, and I imagine you and other profs have had to deal with many half-baked excuses for absences over the years. DD has a friend who regularly missed class because she just didn't feel up to it and got doctor's notes for that, for example, whereas DD doesn't miss class very much at all. Seems like it would make sense to crack down on those absences, perhaps through making it more difficult to get excused by requiring more paperwork to be filed. One place where my kids were in school for elementary had very clear policies about absences that set out when students could be away (religious holidays, weddings for close relatives only, serious illness/death of close relatives, etc). Anything else when to the truant officer. In terms of fair, one thing DD has said is that it doesn't really make sense to have a required senior seminar in the fall of senior year, when many students will be busy with interviews and so on. There's no option to take the class at any other time, and the timing of the class is such that travel on other days is very difficult. She's going to do an op ed piece for the school paper and will try to work with some student-athletes, and her intent is to start a discussion about establishing a uniform and fair policy, based on actual facts around missing class. Seems to me personally the med schools and grad schools could also work more effectively by spreading out interviews a bit more perhaps, so that students aren't doing half a dozen interviews in one month. In any event, I agree that the problem is bigger than just one prof being a pain and needs addressing to ensure both teaching staff and students are treated fairly. It's also crazy to me that DD has to miss so much class when she really doesn't want to miss class at all!
  14. My 13 yo boy took great offense last night when I sent him back to retake his shower, with soap this time. Because apparently rinsing with water is enough to get off summer grubbiness. And when I told his 18 yo brother, 18 yo said, oh yeah I remember water-only showers; I did that all the time.
  15. I'm not sure how student-athletes who are serious students manage, tbh. Kudos to your daughter! Having spent a bit (a lot) of time talking and thinking about the whole issue of class conflicts with other obligations, I'm starting to think that there has to be a better way to manage this, or at least that there has to be a policy that sets out guidelines. The way this is playing out at DD's school isn't fair to students or professors. DD has contacted the editor of the student paper, and he's asked her to do an op ed piece. I think she'll use that as a platform to advocate for a fair and uniform policy to address absences. She's hoping to get a student-athlete involved in the writing, to present multiple sides of the issue.
  • Create New...