Grammar gripes April 11, 2013Posted by mareserinitatis in older son, writing.
Tags: grammar, older son, spelling, writing
I really try not to hound people for their grammar or spelling. It’s obvious, if you’ve spent any time reading this blog, that I’m prone to making errors, even when I do proofread an entry before posting. Commas will show up for no good reason, I’ll swap your and you’re, and sometimes words will just plain go missing. (Number of errors and misspellings is usually proportional to sleep deprivation.)
Every once in a while, however, one little thing will get under my skin. This happened recently when I was talking with my kids and asked, “Does either of you need to get some food?” The older boy responded not by answering the question but by correcting my grammar.
“Do either of you, you mean.”
“Nope. Does. Either is the subject, not you. You is describing either as it’s in a prepositional phrase. Therefore the verb needs to agree with either, which is third person, singular.”
He still didn’t agree, so we took the argument to google…where I found a page saying that either phrasing was correct. Grammatically, it said that the proper form is “does either,” but common usage allows for both forms of do.
I realize that language is an evolving thing, but I think it’s one thing to say that something is correct versus socially acceptable. It is socially acceptable to say, “Do either of you need something?” even if it is like nails on a chalkboard to some of us. However, it is not grammatically correct.
Either way, I’m left feeling like I’m shaking a cane at my kids, yelling at them to get off my sentence diagrams.
A tale of two colleges April 2, 2013Posted by mareserinitatis in education, gifted, older son, societal commentary, teaching.
Tags: college, education, gifted education, higher education, older son
I quickly came to the realization, after coming up with a list of potential colleges for the older boy, that we should try to visit some campuses now. I teach in the fall and taking time off during the week would only be possible around Thanksgiving, so this would be our last chance before applications are due. We hurriedly put together an itinerary and are doing part 1 of the college tour. (Part 2 will be in another, more distant state and will therefore have to occur during the summer sometime.)
The first college we visited was close to the top of the list. It’s a nice state school in a great town, and the older boy was very psyched about the visit. Everything sounded great on the tour, and the overview presentation only reaffirmed that it would be great. Then, however, we talked to an admissions counselor. We explained that older son has his GED, has done or will soon finish all the necessary testing, and that most of his curriculum was courses that he CLEPed.
The counselor informed us that we needed to do the whole transcript thing and affirm that he had taken four years of English, math, etc. I took a deep breath and then asked, “But, does he really have to have four years of English classes, for example, when he’s already demonstrated he can do college-level work in the area?”
“Yes, the tests show he has some knowledge, but we need to see that he’s done the work.”
My first reaction was to wonder who in the world could really pass these tests without doing the work, in some form or another. Second, I wondered why bother saying you accept a GED if this is what is required. Third, I got angry. Is education really about parking your butt in a seat for four years and not so much about learning anything? Is that what will be expected of him at this college?
The worst reaction was when I looked at the older son and saw his face fall. ”Oh no,” I thought. ”I’ve totally screwed this kid over. How will he get into college? Did I just mess up his life because of insistence that he become prisoner to my educational values while ignoring pragmatism?” Of course, that’s utterly ridiculous. When you’re dealing with a kid who is gifted and learning disabled, the best way to ruin his or her life is to leave them in a situation where they are obviously miserable and non-functioning, which then destroys their self-confidence and motivation. No, I got him into a situation where he was learning and was able to demonstrate that using objective criteria.
Still, after that meeting, the older boy and I were both awfully bummed. After hearing a similar but slightly less uptight message at another school, I started wondering if maybe we needed to worry less about other criteria and find some places that were more friendly to homeschoolers. I’ve realized that we really need to talk to admissions counselors at each of these schools and see if there’s even any point in him applying if they’re going to be extremely skeptical of his accomplishments.
Today, we may have hit the jackpot, however. After getting an overview of this school’s very flexible and creative approach to education, we talked with someone about the older boy’s background and what we’d been doing for schooling. Rather than the reaction we had been getting, they said it sounded like he was rather accomplished. They were fine with his GED, saying that gave them a very good normative comparison, and were impressed with his accomplishments thus far with his CLEPs. That college is, as of right now, at the top of older son’s list. He’s really happy to have found a place that doesn’t view getting a degree as simply a matter of checking off items on a list of requirements.
All of this made me curious. I never knew why he had issues in high school, but it was obvious that once he took his GED and started studying for his CLEPs that he was suddenly excited about learning. I decided to ask him. His response was that he hated how you had to do everything together in high school. The stuff that was easy, they would drag out forever. When they got to stuff that he wanted to look at more carefully or had trouble understanding, he said they’d rush through it.
“College is a lot different, though,” he said. ”You’re expected to do a lot of work on your own, so I’ll be able to spend a lot more time when I feel like I need to and, if the class is going slow, I can spend my study time working ahead.”
Apparently something sunk in as he knows he can take responsibility for his own learning. That, in my mind, is very much the point. Education shouldn’t be just a process that happens to you.
A class of his own March 16, 2013Posted by mareserinitatis in education, older son.
Tags: college, older son
1 comment so far
We’ve started making a list of potential colleges for the older son. It was fairly easy to do because he had some set criteria: location, size of school, religious affiliation, etc. Based on this, we narrowed it down to 17 choices…initially. Since then, he crossed off one, added two others, and is unsure about another because, even though it’s big, he still wants to check it out. We’re waiting for viewbooks to come in the mail. Once he’s narrowed down the list a bit further, we’ll do some campus visits to a few in April.
In the college guide we used, there was a statistic stating, for each school, how many people attending are from the top 10% of their high school class. At first, I just sort of took it as a measure of selectivity of school. However, we started discussing this.
I came from a high school class of around 200, so the metric has some meaning there. However, Mike’s high school class had twelve people. That means that he and 1/5 of another person (approximately) constituted the top 10% of his high school class.
And then there’s the older son: he’s the whole class as he’s homeschooled. He’s therefore in the top and bottom 10%.
Coming from that perspective, this metric is about as useful as grades. I have no idea how I plan to do some sort of transcript and am considering just telling him to report his GED scores. I could give him grades for the classes he’s done based on his CLEP exams. Honestly, though, that would be unfair to him. He completed a year of college-level US history as a freshman in high school, but he got an average score on the exam. Do I give him a C? Doesn’t it matter that he was doing work typically reserved for someone four years older than him? It’s so subjective.
Another issue I have is that colleges typically request you have so many years of different types of classes. I’ll admit that while I was pretty structured with his math, I’ve found that the easiest way for him to learn everything else was just to let him follow his natural reading instinct, although I would occasionally hand him a book and say, “Read this.” It doesn’t seem relevant, to me at least, whether he spent four years chugging through textbooks if he can easily pass a college-level course in the same area.
As you can tell, he’s going to have a lot of fun filling out college applications. I hope he’s in a very creative mood when he starts.
It’s here! It’s really here! March 4, 2013Posted by mareserinitatis in education, older son, personal.
Tags: college, older son
1 comment so far
The older son recently celebrated another orbital trip around the sun, and it made me realize that it’s pretty much time to get serious about this college thing. Part of it was the realization that I teach in the fall (which came up because of other reasons), so if the older boy plans to make any college visits, it’d be ideal if they were in the next couple months. The fall will be difficult, at best.
Of course, we’re also sitting here wondering if maybe just staying local for a couple years would be fine. He could start here (or even keep on taking exams for placement), live at home, and transfer out should he so decide. However, I want him to evaluate all of his choices carefully. He’s starting to look at potential majors for college, we’re going through the mess of signing him up for standardized tests, and probably most importantly, Mike is panicking about the potential bills showing up in the mail which also has the older boy starting to think about scholarships.
You know, I thought looking for colleges was stressful when I was in high school. I don’t think it’s really any easier as a parent. In fact, in some ways, it’s worse (although in other ways, it’s certainly better). I guess I shouldn’t be surprised. I am glad that I read Crazy U a couple years ago, though. I think it made me realize that getting really worked up about the whole process is probably counterproductive.
Matrix multiplication October 24, 2012Posted by mareserinitatis in math, older son, teaching.
Tags: math, matrix, older son
The older boy was working on matrix multiplication in math. He got very testy with me: “Why do I even need to know this?” I replied that it’s used all the time in calculus-based physics. That disappointed him as he would like to take it some day.
He was super frustrated because the explanation on the computer was very…verbal. Unfortunately, I couldn’t locate my favorite linear algebra book, so I tried to go through and explain it while making some diagrams.
He still had some problems and then kept asking if they were somehow related to Punnet squares. Um…not really.
And then he made this diagram.
I have to admit that it’s not how I would think to multiply matrices…or at least I think there are easier representations. (In my mind, at least.) However, this did work in that it made sense to him, and once he had figured out enough to draw this, he was able to finish the rest of the problems on this concept.
This just goes to show that we don’t all think the same way, I suppose. The way we think about things may not always be the easiest for someone else.
Tags: brain rules, education, family, higher education, learning, learning disabilities, older son, online learning, schedules, science education, teaching, technology, UDL, universal design for learning, universities, younger son
I’ve been having a discussion with Massimo about his post on instructional technology. Despite what I’ve already said, I have a lot more thoughts, so it’s just easier to write it out as a blog post (or maybe more than one).
I think I’m going to start by defining some things about how classrooms operate online. First, you have what I would call the Udacity (or maybe Khan Academy) model. This is a model where you basically watch a lecture online, complete and submit homework assignments online, and discuss things via discussion boards (or Blackboard or Moodle). The second model is completely computerized – all the lessons are presented via a reading or lecture, and the bulk of the course is completing problems. Both my sons have used the former method to learn math. One uses EPGY and the other uses Aleks. On top of these choices for online education, there are in-class courses, mixed (some components online and others in a classroom or lab), and earning credit by exam, such as AP, CLEP, or DANTE exams.
If you look at these options from the point of view of a university, some of these options for educating students are going to be more appealing than others. Credit by exam, of course, is going to be the least appealing. The university gets a fee for administering the exam but pretty much nothing else. Many universities simply will not accept them, but there are a lot of them (mostly non-elite schools) that will.
The other one that is bad from a university POV is the completely computerized model. It works incredibly well for things like math and some sciences because it basically moves working from a textbook to working on the computer. Also, most of the programs are adaptive in that, if you’re having difficulty with a concept, it will first give you additional problems. If this doesn’t seem to be helping, it will pull you off that topic and put you on to another, waiting a while before it allows you to revisit the difficult topic. (I believe K12 uses a completely computerized model for all courses, but I have no experience with it and can’t say how well it works for language or social science-type courses.) In a classroom where one person is a facilitator supervising several students working on the course, this is a very cost effective method, and a lot of elementary and secondary schools are beginning to utilize it. When doing it for online education, however, it represents an expense that is more, generally speaking, than hiring an individual to teach a class. The majority of tuition money would be spent on licensing (as there are already several good ones out there) or development of a program (which may not compete well with pre-existing products) and not going into university coffers. Also, why offer something that everyone else can offer, too? That’s certainly not going to set you apart in terms of attracting students. Therefore, universities are more likely to want to have in-class courses, mixed, or online courses that utilize the Udacity model.
In the discussion Massimo’s final comment was this:
I was not aware that there is now solid research showing that online education is superior to classroom teaching for the vast majority of students (I assume that at Stanford they no longer offer classroom-based math courses — it would make no sense to have continued, given that online courses work better). I am surprised that classroom-based education still exists at all, and that so many of us still believe that it is better — but I am sure society will soon abandon this useless relic of a time past, and embrace the more effective online education.
Here’s the problem: there are decades of research showing that online education is, at the very least, equally effective for most students and significantly better for other students. So why aren’t we using it more? I could also state that lectures have been been shown to be one of the poorest forms of teaching known to man, so why do we continue to use it so much? Turns out, there’s an answer. In this journal called Science (you may have heard of it), they ask exactly this question about interactive teaching and inquiry-based classrooms:
Given the widespread agreement, it may seem surprising that change has not progressed rapidly nor been driven by the research universities as a collective force. Instead, reform has been initiated by a few pioneers, while many other scientists have actively resisted changing their teaching. So why do outstanding scientists who demand rigorous proof for scientific assertions in their research continue to use and, indeed defend on the basis of intuition alone, teaching methods that are not the most effective? Many scientists are still unaware of the data and analyses that demonstrate the effiectiveness of active learning techniques. Others may distrust the data because they see scientists who have flourished in the current educational system. Still others feel intimidated by the challenge of learning new teaching methods or may fear that identification as teachers will reduce their credibility as researchers.
I’d like to note that this was published in 2004, almost a decade ago. Here we are, 8 years later, and from my observation, active teaching strategies are seldom used in most classrooms.
I think it’s safe to say that this is the same set of problems faced with online education. I would also add that people who learn well in the classroom have a hard time understanding that others may learn as well or better using a different medium. Or there’s just simply the problem that they’re afraid they’re going to lose their jobs. (I only see this as likely in the scenario colleges would somehow try to implement completely computerized online classes…but you can see my comments on that above.)
One major issue that I see is how few college instructors really understand how people learn. They learned well through a lecture style course, and so they assume that it is obviously the best way to learn. I personally think that every instructor ought to have at least one course in educational neuroscience so that they understand how lousy lectures really are as well as so that they may communicate to their students how they ought to try to approach learning and studying. (This was a significant part of the class I taught to incoming engineering students last year, but not all places have a course where you can cover topics like that.) I do realize that such a course is not available at most universities, but I don’t think that should prevent one from accessing this knowledge. I would suggest that one who has never taken such a course invest some time in the course materials available online (are you feeling the irony?) at Harvard. Those opposed to online education can read the book Brain Rules, which was used as the text for the course. (Of course, if you are opposed to online education, I hope you’re reading an actual paperback rather than downloading it onto your iPad.)
Massimo also says:
I am not disputing that online education may be the only/best option for some — but, from it being a valid option for some, to it replacing classroom teaching foreveryone, there is a bit of a leap, don’t you think ?
No, I don’t think so. There are two reasons why I think this. First, teachers who embrace online learning are more likely to embrace other technology that is likely to enhance learning. Generally, this will enhance learning beyond anything that is likely to occur in a lecture-based class that occurs in a classroom. Despite what some people may say, research shows (read Brain Rules) that learning which is multisensory (like watching YouTube clips) is better for you than sitting in a lecture. Images will convey more information than talking, and video (or seeing something in action) conveys more information than straight images. Sitting in a lab is likely the best environment of all. Online learning also is likely to be able to keep people’s attention. (If you read Brain Rules, you’ll come to find that most people can only focus for about ten minutes, and then they need something to restimulate their attention.)
Second, I think accessibility is a huge issue in education. I have one parent who found it incredibly difficult to finish a degree (and she never did) because she had a choice between quitting her job to take classes at the local university, which were only offered during the day, and taking night classes at an expensive private college. I have a sibling who is currently finishing a degree in accounting online because she lives two hours from a university and works 4-10s. How is she supposed to finish a degree at a school in those circumstances? There are a lot of people in similar situations who would otherwise be unable to earn a degree. In fact, my husband earned his MS through Penn State through a Navy program where he took some classes at the university and some through a video link…well over a decade ago. He said he would’ve been unlikely to pursue a degree if he’d had to drive across Puget Sound (he was in the Seattle area at the time) evenings for two or three years.
Okay, so obviously I know a lot of people who have benefitted from these sorts of things. So why do I think it could work for everyone? I think this is a basic principle behind Universal Design for Learning: the notion is that if you design a curriculum that helps people with difficulties and disabilities, you’re going to help many other people as well. Our brains work on a continuum, and while not everyone may have learning disabilities, they may operate in a region where learning may be difficult, if not disabling, when it’s presented a certain way. Therefore, if you design materials to teach someone who is hearing impaired, for instance, you’ll likely help a lot of people who may have difficulty with ingesting information through auditory means in general. (Lest you think this must be a small part of the population, take into consideration that I was working toward a master’s degree before I found out that I likely have some sort of auditory processing disorder…and only because my son was diagnosed with one. Smart people can often do well even with learning disabilities because they often have other ways to compensate…but it can be frustrating for them, nonetheless. I wrote a post on this topic a while ago.)
So what does this have to do with online learning? I can give a concrete example: my older son is ADHD and had auditory processing disorder. He really struggles sitting in a normal classroom and, for most of his life, his teachers told me he couldn’t possibly be gifted because of his classroom performance despite the fact that I had documented evidence to the contrary. We took him out of the classroom, and he started earning college-level credits through CLEP exams beginning his freshman year of high school…working independently, primarily through reading. As I mentioned above, he does all of his math through Aleks. He does extremely well on pretty much any type of standardizes examination. I can easily see a kid like him, even with less problems, having huge difficulties sitting in a college classroom but being able to handle an online class very easily in no small part because the method of presentation. So why can’t this help someone who is less distractable?
Take it a step further. If online learning is ideal for people who have jobs and families and can work in the evenings but not get to classes, why can’t it also work for students living in dorms or even at home? Maybe some of them find that they concentrate best at night and it is preferable to sitting in a large, crowded, warm, boring classroom at 8 a.m. (And yes, people do function on different clocks.) Aren’t you benefitting the student by allowing them to work at their peak time?
I’m not saying everyone will take advantage of this, but I think it ought to be an option for many people. Some people really thrive on personal interaction and keeping them out of a classroom would inhibit them from learning. Some people don’t. The ideal situation is where students have choices and options.
I think the final thing I have to say on this topic is that the real problem, in my mind, is that teachers see themselves as essential to the learning process. Really, the one thing I’ve learned going through graduate school and homeschooling my kids is that teachers are more often an impediment. The university functions to teach students, and yet, in many cases, students are quite capable of learning the materials on their own. That’s really the reason behind homework: you learn it far better by doing it than by sitting and listening to someone talk about it. In reality, students are still learning on their own. The role of the university is to focus the effort, speed up the process, and assess performance. Students are not necessarily learning anything from their classes that they cannot learn on their own…and in fact, they may be learning it less deeply than if they did it on their own.
I find this ironic given that the other aspect of a university is research: people are expected to learn new things and create new knowledge all the time. If learning really only happens meaningfully in a classroom, then research couldn’t exist. I can’t wrap my head around the fact that researchers who learn things on their own all the time will turn around and claim that undergraduates somehow lack that ability.
My conclusion, therefore, is that online education should seriously be considered as an alternative whenever available. I think it democratizes education and makes a better environment for learning for a significant portion of students. The reason we haven’t shifted to these models is mostly because professors, on the whole, are unwilling to consider that it should be done another way and are uninformed about the benefits.
Paying for college June 25, 2012Posted by mareserinitatis in education, older son.
Tags: college, older son, tuition
Nicole and Maggie’s post about teaching kids money management led me onto a slightly divergent path. I’m trying to figure out what to do about college.
Growing up, we had no money. I was basically told that if I didn’t want to grow up to be in a situation like my parents’ , I should get a college education. (Although I’m sure the education will help in the long run, it has not yet paid off. I’m in a decent financial situation because I happened to marry someone who was gainfully employed and didn’t mind that his wife was an educational junky/freeloader.) That being said, I was expected to pay for my own education as my parents really had nothing they could contribute. I took out student loans and am paying them back as we speak.
But what do I do about my kids? I don’t like the idea of saddling them with debt for an education. On the other hand, I think they ought to assume at least a chunk of the expense as their own responsibility. If they are going to benefit, shouldn’t they invest in it, as well?
By the time the older son starts school, I am hoping to have a job somewhere…maybe even a university-type place. That then begs the question of whether older son ought to be required to go to such a school if I get a discount. But what if it’s not a really good school? I have also been reading about the trade off between a nationally recognized alma mater and actually being able to afford one’s tuition.
I have to admit that this looks like a majorly difficult optimization problem…and it’s difficult because of the variable and unknowns.
I do have some thoughts on this…but I’m curious what other people think. How do you plan to handle college expenses? What is a fair trade off between what you want and what the kid wants? Are there certain places that are worth it no matter what?
In set of overlapping quandries… June 10, 2012Posted by mareserinitatis in education, homeschooling, older son.
Tags: college, homeschooling, older son, online learning, transcript
I spent some time looking at options for the older boy.
First, I’m really not thrilled with the idea of a transcript (as you may have guessed) because I don’t feel it’s legit to write one up. Yes, he spent time studying some physics in the form of reading a book on the thermodynamics of cooking and doing some experiments. I’m sure he learned a lot about heat and thermo and it’s practical applications. BUT. He didn’t have a formal high school physics course, and I don’t feel comfortable putting down just “physics” on a high school transcript. I don’t know that it’s ethical to represent what he did that way. That’s the sort of thing I’m wrestling with.
I’m very reluctant to just throw something together because if I put down ‘physics’ and someone finds this blog post, for example, they could claim I lied on the transcript. There are some potentially very real repercussions, including the possibility that he gets kicked out of school because he was accepted on the premise that he took a physics class which they believed contained certain content but which actually didn’t. That’s not fair to him, obviously. On the other hand, I think a transcript is the worst possible way to show what he’s done. A lot of unschoolers bypass this issue by putting together portfolios…but the school won’t accept that: they want a transcript. Period.
(I am not sure what you would call our schooling style, BTW. It was something along the lines of “use what works, throw out what doesn’t.” I was primarily concerned that there was a lot of competence established in math and language arts because ability in those areas will help with other areas like social studies and science. Those are a foundation…other things are icing on the cake. But that’s just my opinion.)
The other problem I have with the transcript business is grades. As an example, it’s pretty clear cut that he did a macroeconomics course. In most high schools, this would be the equivalent of AP Macroeconomics and would probably be a year-long course. So I’m totally fine with putting that as a course. However, when it comes to assigning a grade, I don’t feel good about that. He worked pretty diligently, but I wasn’t examining what he was doing on a day-to-day basis. I wanted this to be his thing that he did because he was interested. My evaluation was just likely to kill that interest. He was working through the text and the study guide as well as watching a video course. When he took the CLEP, he got a 50, which is what ACE says is the lowest passing grade and equivalent to a C in most college courses. So do I give him a C because that’s what he got on the CLEP? Or do I give him an A for passing a college-level class as a sophomore in high school?
You see…there is no objective standard for grades. Grades are almost always context dependent and don’t, in my opinion, honestly reflect mastery of material. A lot of what goes into grades (and I can say this as a teacher) is understanding and meeting requirements in a timely manner. In other words, did you do what the teacher wanted, when s/he wanted it? Some of these requirements have little to do with mastery of material. (Not all, mind you…but some.)
In looking around, however, I found a program that actually is for high schoolers to take college classes online through a reputable university. (There are several of them, BTW, but this one has a couple of majors that the older boy is interested in.) As a homeschooler, they have several requirements for exams, such as SAT and subject tests. But they also will accept a GED…and if he has the GED, he can bypass submitting things like SATs.
The thing that I’m questioning is that it’s all online. I was hoping he’d get the experience of having to go to classes and set up a schedule and figure out when to study. He has said things go better for him when he works out of the house. Now, I imagine that if we do a similar situation like we did with his CLEP, only he totes a laptop with him, it may go alright. He’s still getting out and following some sort of schedule, right? And he’s definitely learning some independent study skills as well as knocking out some college classes. (I really also think he’ll enjoy the college level stuff more, and I’m hoping he’ll try some classes just for fun.)
On the other hand, he can actually complete a degree entirely online through this program, and so is there really a need to physically go to classes? (Although, once he’s old enough, he could hypothetically attend this college in person.) I’m not sure. I don’t know what the best approach is for learning those “life skills” he’ll need when I’m not there to drive him to the library in the morning. I also have this gut feeling that the more college he has under his belt before he leaves home, the better. I have this hope that it’ll improve his chances of finishing because he’ll be into the ‘fun stuff’ in his major and not feel like he’s wasting his time doing all the general ed-type stuff. (I’m also hoping he’s got a more solidified direction after trying some general eds and seeing what he likes.)
I really had no idea that trying to figure out what to do with my kid in high school was going to be more of a mess than when I tried to figure out what to do for college.
Tags: college, graduation, graduation requirements, older son, transcript
So who’s bright idea was it to homeschool anyway!?
Oh yeah. Mine.
So I had things all worked out with older boy. I have always been adamant that I will not give him grades because there is no way I can be objective. I had always assumed college admissions counselors would see things this way, as well. I’m a parent, so I can’t be trusted to be objective about my child. My solution therefore was to have older son take the GED. It’s a nationally recognized and relatively objective standardized test that shows he’s learned the equivalent to that of a high school grad.
Except that I was apparently very wrong.
After several discussions among Mike, the older son, and myself, we decided that older son should try to start taking classes at the university next fall. Admittedly, he’s doing pretty well with the CLEP stuff, but I want him to start getting a handle on time management and working around classes and such. Therefore, it was decided he should apply to start classes in the fall. (We have open enrollment, so applying this late isn’t a problem.)
What a fiasco.
Older son couldn’t complete the online application because it didn’t allow his birthdate. We also found some verbage saying that students who take the GED must be at least 19 before they enroll. So we got frustrated and went into the admissions office.
It turns out that the age thing is some sort of statewide effort to prevent students from leaving high school early. (Why in the world does it matter so long as they’re done?) However, it turns out that it’s not going to be an issue. All I have to do is write up a homeschool transcript…complete with actual grades. And the transcript has to show that he completed the requisite number of years of each of the required core classes listed in their admissions requirements.
Really?! They’re going to believe me that my kid did this stuff rather than take a test that shows he has the equivalent of a diploma?
Oh yes, and they need SAT or ACT scores. Fortunately, older son took the SAT two years ago and those scores are above their eligibility requirements.
So yeah…my kid who should technically just have finished his sophomore year of high school but got super high scores on his GED AND had SAT scores making him eligible for college at the beginning of his freshman year AND has already CLEPed out of 3 classes can’t go to college until MOM makes a transcript for him.
I really don’t get it.
I guess this has reinforced some of what I’ve told older son about a big part of college is just learning how to jump through hoops. Now if you excuse me, I have to go cobble a bunch of useless crap together.