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Found 15 results

  1. . . . do IDOC requests correlate with acceptance letters? I've seen other discussions of this and wondered what people on this board have experienced. UPDATE: In our experience, there is no correlation. We received an IDOC request from one of two CSS schools where DS applied. He was denied at the requesting and non-requesting schools. (No surprise as we weren’t expecting an offer from either). Just thought we’d add a little info to the collective wisdom. 🙂
  2. Has anyone used the services of Aiming Higher Consultants for your child's college planning and/or application process? If not Aiming Higher, has anyone used any other professional services? We are specifically looking for assistance with the college essay, transcripts, and making sure the whole package is properly put together (recommendation letters, other documentation such as AP/SAT II scores). Would love any feedback!
  3. Good evening, All! I wish all of you who are thick in the college application all of the best. I will be following your discussions and posts in an effort to learn from your experiences. I would like to invite any of you who have the time (likely those of you who are not sending a child to college next year, but who have done so in the past) to pop in here and leave any tips you may have for us. What can we be doing NOW that will help the application process in the future? What do we need to be keeping track of? What types of activities/experiences were the most powerful for your child's profile? What do you know now that you wish you had known at the beginning of 9th grade/high school? I'm sure there are many of us who would be grateful for any wisdom that you are willing to take the time to share. I confess that I have not searched for this info on this board yet, so I apologize if I'm asking a question that you guys have already answered. I'm good with links to those discussions as well. Have a great evening. Thanks in advance. ((Realizing as I post this that I haven't updated my signature in a long time....hmmmm, wonder what is out of date. Off to update.))
  4. Disclaimer: I'm not trying to offend anyone. Please don't be offended! I was looking up the TX homeschool laws, and honestly, I was shocked. We are in PA, which is a highly regulated state. And I realize that not every state is like ours. But, from what I looked at, it seems like there is zero accountability for homeschoolers in TX. Is it really like that, or am I just misunderstanding? What I read said that there is no testing requirement, and no evaluation requirement. You have to complete 160 days, but you don't have to keep a record of your school days, and you don't have to prove to anyone that you have completed them. So, I was just wondering - for anyone who has lived in TX - are there many homeschoolers who take advantage of the lack of accountability? I have heard rumors of people here in PA who homeschool 'under the radar' and don't bother to meet the legal requirements, and who don't challenge their kids very much academically. But, I don't actually know any people like this. Are there a lot of very self-motivated homeschoolers in TX (which I would consider myself to be, simply b/c the weight of educating my children is not something I take lightly)? Or, are there many lax homeschoolers because the law is so light? Or, do you think that there is an even mix of homeschoolers comparable to any other state? Opinions?? :bigear:
  5. http://www.huffingtonpost.com/andrew-s-doctoroff/college-interviews_b_1288106.html Nice article.
  6. In GA, students have to have 4 math credits to graduate and business math cannot be one of them. I have a friend who's dd has used MUS for Algebra 1, Geometry, and Algebra 2. She struggled to even do decently in Algebra 2. Her mom didn't know she would have to do a higher math than Algebra 2. One complaint she's had about MUS is that dd has to do it all to get a decent grade, and it can take a long time. What would be a good curricula choice for her? She wants a teaching element like video or something easy to understand. She looked at Life of Fred, and though she likes it, she's afraid it won't look good on a transcript. Someone recommended Saxon Advanced Math, but I'm not sure you could go into Saxon that late in the series. Should she just stay with MUS and tough it out? Are there other options out there? Are there any other courses she could do that would count? Thanks!
  7. Thinking out loud, no more than that. Why do so many homeschoolers want to replicate "honors" and/or "AP" courses for their high school students? I don't believe it is wrong to do so ! I try to teaching rock-solid courses in all subjects. I don't feel any compulsion to label them "honors" or "AP". Some of my coursework probably has qualified as such, over the years, but I don't worry about it. High quality provided for my children is my aim. If respondents don't mind sharing honest introspection, is this trend followed because of competition for college admission, or because of a deeply-buried insecurity of how homeschooling coursework stacks up -- (in the eyes of the sometimes hostile non-homeschooling world) -- against that of "outside schools"? Similar possibility, perhaps, is it that homeschoolers are imitating outside schools, where AP classes have proliferated like healthy rabbits? Not a trace of anti-intellectualism among my family, as dh and my education proves. I'm not coming from that angle. I'm just interested and very curious.
  8. Seeing this a lot and, because we don't use the portfolio option for our requirement here in Ohio (we do testing), I'm a little flustered. Not that I couldn't put one together, but I think our dc's test scores should reflect that they've done the necessary course load. I am surprised that a university has the time and man-power (supposedly) to look through a portfolio in addition to the regular admission materials. Just wondering what everyone's experiences have been!
  9. Doing a little searching at what Stanford wants for admission, I was pleasantly surprised to read that they are not really impressed with the most APs, Honors classes etc that are taken simply to look good on a transcript! They want motivated students that love learning---exactly my philosophy of our school, which is why a lot of times I will pick courses or books that might be considered non-rigorous or 'too young', but that spark the excitement of learning in my kids and don't kill their joy (well, as much as a teenager CAN love learning :tongue_smilie:). Hopefully this excerpt from Stanford will make some of you feel better about not pushing THE hardest and most rigorous on your kids, no matter the 'peer pressure' heaped on us these days ;): Our hope is that your curriculum will inspire you to develop your intellectual passions, not suffer from unnecessary stress. The students who thrive at Stanford are those who are genuinely excited about learning, not necessarily those who take every single AP, Honors, or Accelerated class just because it has that name. Advanced Placement Courses and Scores Our admission process allows – and indeed encourages – the flexibility of a high school to design the most appropriate curricular offerings and opportunities for its students. What a course is named or whether it concludes with a standardized test is considerably less important to us than the energy a student contributes to the learning process and the curiosity with which he or she pursues questions and ideas. Sometimes this challenging high school course load will include advanced placement classes; other high schools choose to offer equally demanding courses that neither carry the AP designation nor lead to an AP exam. We want to be clear that this is not a case of “whoever has the most APs wins.†Instead, we look for thoughtful, eager and highly engaged students who will make a difference at Stanford and the world beyond, and we expect that they have taken high school course loads of reasonable and appropriate challenge in the context of their school. As a result, we do not require students to submit AP scores as part of our admission process. AP scores that are reported are acknowledged but rarely play a significant role in the evaluation of an application. Grades earned over the course of a semester, or a year, and evaluations from instructors who can comment on classroom engagement allow us the most detailed insight into a student’s readiness for the academic rigors of Stanford.
  10. http://thechoice.blogs.nytimes.com/2011/04/29/legacy-2/ New York Times April 29, 2011, 8:14 am Debating Legacy Admissions at Yale, and Elsewhere By JENNY ANDERSON True or false: Admitting legacies to colleges and universities is, a) unconstitutional b) unethical c) smart business practice or d) legitimate, since legacies perform better at certain elite institutions? The answer — at least according to a panel discussion about legacy preferences in college admissions convened at New York University Thursday morning — is actually e) all of the above. Jeffrey B. Brenzel, dean of undergraduate admissions at Yale University made the case that legacy preference at Yale College is diminishing and what remains is grounded in financial reality. Richard D. Kahlenberg, a senior fellow at the Century Foundation and Daniel Golden, an editor at large at Bloomberg who wrote “The Price of Admission: How America’s Ruling Class Buys its Way into Elite Colleges — and Who Gets Left Outside the Gates†argued that the practice of giving advantages to alumni is both widespread and harmful. Mr. Kahlenberg, citing research from his book “Affirmative Action for the Rich: Legacy Preferences in College Admissions†made the case that getting into good schools matters — 12 institutions making up less than 1 percent of the U.S. population produced 42 percent of government leaders and 54 percent of corporate leaders. And being a legacy helps improve an applicant’s chances of getting in, with one study finding that being a primary legacy — the son or daughter of an undergraduate alum — increases one’s chance of admission by 45.1 percent. Mr. Brenzel argued that Mr. Kahlenberg’s data was too broad. At Yale, legacies make up about 10 percent of the 2010-11 undergraduate class compared to 31.4 percent in 1939, he said. “We turn away 80 percent of our legacies and we feel it every day,†Mr. Brenzel said, adding that he rejected more offspring of the school’s Sterling donors than he took this year (Sterling donors are among the most generous contributors to Yale). He argued that legacies scored 20 points higher on the SAT than the rest of the class as a whole. Mr. Golden contested this figure, pointing out that the figure for the class as a whole was skewed by other preferences, including those for athletes and underrepresented minorities. Mr. Brenzel made the case that low-income students represent an increasing size of Yale’s undergraduate class, even though they have less of a track record of success at the university. About 14 percent of the incoming class is supported by Pell Grant students, he said, saying that with respect to preferences, “the trend is down for legacy and up for underrepresented minorities.†<rest of article at link> It's interesting that legacies scored 20 points higher than the rest of the class.
  11. OK. Time to get serious about this transcript. Here is what I've heard. Correct me if I'm wrong. SAT is pretty important. Ideally? Take it during at least the junior year, and again in the fall of the senior year. (All scores 9th grade and above stick with you though. You can't delete scores from your "record.") PSAT. Take it in the fall of the sophomore year for practice. Take it in the fall of the junior year for REAL. Cross your fingers, and try not to be bummed if you don't become a National Merit Scholar. (NMS often get full scholarships though. Right? So it's pretty awesome if you can do that.) There is a lower level below a "Scholar" that will cough up some scholarship money though. Right? ACT. Also a good test to do. You can choose which scores you have sent to colleges though. Correct? So if the student takes it and BOMBS it, you can do a do-over. It tests more that just reasoning though. Right? Subject matter is included. SAT II - a strong college application has at least three of these. Some colleges I have looked at required three. AP. Take a class. (or not). Test is given once a year. Pass the test with a 4 or a 5 and the colleges might give you credit. Cool. CLEP. Same as AP - except given more often. This doesn't seem as prestigious as an AP score - Is it just me? If a student took a bunch of these along with AP would it affect their freshman status? Yikes! Because I've looked at the prep books for Western Civ I and we are doing all of this. Why not take the test? SO.......... I'm having a hard time thinking about all of this. It ends up looking like our junior and senior years are almost NOTHING but jumping through hoops. Somehow it just wasn't what I envisioned with the "ta-da" of a classical education. I wanted to spend our time exploring philosophy, the sciences, and the wonder of real mathematics. I wanted to spend our days reading novels, and I wanted my son to pursue his passions before he heads out into the "real world" of college, work, and life in general. Now it looks like almost all we will be doing is studying for tests - and trying to cram in course work. :( Duh to me I guess. How did you all handle this and finish up your kids' coursework and educate your younger kids without neglecting the fact that you have a life - or at least you should..... One day at a time? Ya'll must have a clearer head than I do. I just can't seem to hold my brain still long enough to envision this.... Maybe if I write it down, it will make more sense.... I'm thinking that things could look like this: 9th: -Geometry -Biology -Western Civ Part I (Through 400 AD) -High School Composition (Outside Class) -Literature I (Ancients - TOG; along with a few novels (Silas Marner; Great Expectations; Jane Eyre; Dr. Jekyl; Till We Have Faces; Ben Hur); and the first 1/2 of a short story collection with discussion) -A Beka Grammar 9 & Vocab Classic Roots B & C -Spanish II (We have done the first 1/2 of the BJU course for Spanish II; I haven't decided if we should finish it this year or wait and finish it next fall. His schedule is SO full right now. This month he has just been doing Rosetta Stone to mark time.) -Small Engine Repair Course (CLE) with a independent study project -SAT Prep 10th: -Algebra II (Or Precalculus - I haven't decided; we've done a lot of Alg II material already but I don't think we will have time to complete PreCalc in one year. He's not fast enough yet.) -Chemistry with SAT II Test in Spring -Western Civ Part II (Through 1648) with CLEP Western Civ I Test -AP English Lang & Composition Class with Test in Spring -American Literature (Yea! The novel!) -Spanish II (or III if we decide to finish II this year.) -Automotive Repair Course (CLE) with a independent study project -SAT Prep with PSAT in the fall 11th: -Precalculus with SAT II Math II Test -Physics with SAT II Test -AP American History with Test and SAT II Test -British Literaure -Spanish III with SAT II Test -A technology course. Probably computer programming - or electronics - or not sure.... I'm sure that there's a project in here somewhere. Ds and his grandfather are talking... they've come up with some pretty cool ideas and I've also been in touch with some of dh's friends - I've already received an internships offer from a friend who co-founded what became NJ's fastest growing tech company two years in a row. He said that he would love to have ds for a summer internship. -PSAT in the fall -SAT practice in the spring? 12th: -AP Calculus -AP Science - Probably Physics but he won't have the calculus base to do real physics - AB exam? Isn't that an algebra based course? NOT happy with this notion! Can you tell? I feel like I'm short changing him here - big time! -AP English Literature with SAT II Test -American Government -All of that college stuff in the fall......... including the SAT -SAT in the fall I don't even know if you can do this. Can you take three AP exams? Aren't they all given on the same day? What if you're sick that day..... this is ridiculous...... We're up to six SAT II tests. Dumb. Really dumb. I WANT TO STUDY PHILOSOPHY and ECONOMICS and ELECTRONICS and Computer Programming and....... I have listened to too many wonderful courses by the Teaching Company to pretend that this schedule is anything other than an absolute PAIN! It looks like we are going to have to cram the rest of Spanish II into this year. Sigh. Can you tell that I don't want to? OK. Question. If we finish Spanish II this year and then do Spanish III in his sophomore year and manage to pull down a decent SAT II score, will he have to take a foreign language placement exam TWO YEARS later when he starts college? This kid HATES languages. I don't want him to have to start over and do this all over again, because I am almost SURE that he won't remember ANYTHING from his sophomore year. He memorizes the stuff, learns to apply it, takes the test, and then is completely content to let it leave his brain. It's a struggle. And I honestly can't see why we should bother if he is going to have to take it over again in college. He is probably going to be an engineering major; I'm almost certain of it. Who has the skinny on this one? So - has anyone else taken the time to lay this all out and then realized that you are really, really tired. I'm really tired. :cool: I think I need a counselor. Anyone for hire for phone counseling? I always thought I would pursue a very non-traditional path, but I'm starting to feel a strong pull toward "normal" clear-cut programs with accepted hoops. Learn the material. Fill in the bubbles. Get the score. Learn the next set of material. And try to cram your passions in around the edges. There is just something about this that makes me SO uneasy. I suspect that I will find peace if I pursue what is "normal" and standard and discover that ds is going to be a good student. I just don't know. I just have so few benchmarks. But.... I just want to teach. I just want to learn. I'm so tired or playing curriculum development manager and guidance counselor. Somehow I feel like I'm being tricked here into giving up my dreams. Mr. Popper didn't give up his dreams. That's why he was the only one who actually LEFT Stillwater.... But how can you stand with one foot each on two different islands? What's wrong with me? HELP! Posting here. I guess. The cool thing is that I can delete this post (I think) if I decide that I don't actually want ya'll to know that I'm losing it here..... :eek: ...but I think I am... and I've eaten all of the chocolate. There's none left. Nada. This is stupid. This should not be this hard. Every time I try to figure this out, I get wrapped up in my own leash. Can it be that I'm just not smart enough to figure this out? But I'm supposed to. This is my job, right? THIS is what I'm supposed to be doing! Organizing an education! How is it that ya'll haven't been dragged off to the looney bin yet? Peace. Mmmm. That. Janice Enjoy your little people Enjoy your journey P.S. I was just about to hit post when the 14 year old ds interrupted to read a passage from Silas Marner to me. He was smiling broadly as he read. "This is great mom. Listen to this...." I just don't want to lose that. Please tell me that we won't lose that! Please assure me that we have nothing but happy times ahead! (It's OK. You can lie. I won't know any better. ;))
  12. I've run across this book on several blogs and websites today: No Longer Separate, Not Yet Equal: Race and Class in Elite College Admission and Campus Life by Thomas J. Espenshade & Alexandria Walton Radford It appears to be a "O.M.G." kind of moment, as it is actually a scientific study. Some bits from one blog: Here is an interesting review of the book, that actually goes beyond quotes and delves into the issues themselves. In Defense of the Future Farmers of America - Pretty much sums up the problem with this from the book: (read it here) Kinda makes ya want to hurl. asta
  13. I am a homeschool mom of three children, the oldest being a 7th grader. I would like to homeschool them through high school. What challenges does this pose for getting into major colleges? Do they all accept a transcript made by mom? What do community colleges require? I'm thinking of having them enter a community college early and then transfer to a larger college after they've earned some credits, however I really know little of the specifics. If anyone has been through this and can tell me how I can prepare for this, I'm all ears!
  14. Hey there...this is a great board! Found it by accident when looking for some info on rounding out our Latin program... My children are in grade school, one about to start HS, and I'm planning it out for college entrance exams, etc. They both do very well in all subjects. We've used R&S for nearly everything, with Christ Centered Curriculum for math followed with Professor B (highly recommend!). The older one (7th gr) is doing Algebra 1 now, the younger (3rd) will be starting Alg 1 in 5th or 6th grade (but will take it slower than the older one). By the time they are done with high school, they will have Geometry, Alg 2 and Calc/Trig. My 7th gr is doing 9th gr general science (Apologia), and will start 10th gr physical science with 8th grade. The younger will follow this pattern. It allows them to do 2 of the AP courses while still in gr 11 & 12. They both are considering pharmacy. I've looked at several schools in the West, and noticed several things...admissions are getting trickier! Several schools won't allow for transfer students (especially if they have an accellerated program that combines the bachelors through doctorate degrees). And some schools have two rates - a lower one if you have no college experience and a higher one is you are transferring credits! When it comes to supplementing their HS work with community college and advanced placement, how are you treating it, and how are admissions departments responding? Are there guidelines somewhere? As home schooling parents, do we mention it as "what they've done" or as "transferring credit?" ML
  15. My ds is now doing 9th grade level work. I know I need to be aware of when he will need to take these tests. He is planning to go to a local University or maybe to a local community college (through dual high school/college admission) Per the norm when are these tests taken by the average student? Thanks!!
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