Foreign Language College and University Admission Requirements

I speak to rooms full of parents--living rooms conversations to packed convention halls--considering and navigating a home education journey for their middle and high school young adults. Most often we talk about specifics and how-tos. At some point in the presentation, usually during a Q&A session, I am asked to address specific admission requirements.

One of the most popular questions relates to foreign language.

Like most aspects of high school, there isn’t a one-size-fits-all answer to the question.

The answer to the foreign language question—what is required for college or university admission—the inquirer must know that the answer varies per institution and sometimes per major.

For the sake of this blog post, to clarify, home educated in our state means enrolled in the Home Education Program with the county of residence. Those students are defined as home education students (homeschooling) and will apply to colleges as home educated, non-traditional, or non-accredited graduates. The terms used for the admission status varies college to college.

In our state if the student chooses to enroll in a private school (sometimes referred to as an umbrella school) as a place of record, that student is considered a private school student and will apply to colleges as a private school graduate. Some colleges and universities require private school students be enrolled in an accredited entity, by the state or by a regional accrediting agency. This is extremely important to note as not all accreditation is considered equal by some universities.

Some colleges and universities require foreign language for admission as well as for the General Education portion of the undergraduate degree. What parents and students don’t know is that sometimes (as in the case for some universities in our state), the high school foreign language credits which met the admission requirement will be credited to the Bachelor’s degree. Be sure to ask this question of the admission department or advisor.

University of Oklahoma states this on their website

“Foreign Language (2 courses, 6-10 hours). This requirement can be satisfied by successfully completing two semesters of the same foreign language at the college level equivalent to two semesters at OU. It also may be satisfied by successfully completing two years of the same foreign language in high school or by demonstrating an equivalent level of competence on an assessment test.”

— University of Oklahoma, August 2020

Don't assume.

• Read the contents of the university website and do research before connecting with the college. Ask what is needed, but don’t ask obvious questions which are answered on the site. Being knowledgeable shows interest and motivation.

• Some universities are hiring admissions counselors designated to serve home educated students. After reading online admission requirements, have the student make contact with the counselor. Advanced research and knowledge demonstrates interest and initiative.

“Pat Wesoloski has been homeschooling for more than 29 years and works at Bryan College to help homeschool families navigate the admissions process.”

— Bryan College

• A running list of questions may be helpful. Help your learner process what he or she may want to ask.

• Early research allows families to plan well. Gain the knowledge you need but don’t panic if your learner doesn’t quite know what he or she wants to study or where he or she wants to attend. There’s time to figure these things out.

• Not all college and universities accept all languages. Be sure to check if there are any exceptions or out-of-the-box recommendations or requirements.

• Though some colleges require only two years of foreign language, some require three or four. Be sure to investigate the requirements for any university of choice. If you found out late in the high school years that four years is required for admission, don’t panic. Home educated students have the time (and often the motivation to manage that time) to complete more than one year in a year.

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“At least 2 years—preferably 3—of a classical or modern language”

— Tulane University, August 2020

“Two consecutive years of a foreign language (American Sign Language recognized as a foreign language)
”

— Stetson University, August 2020

“Vanderbilt does not prescribe a specific distribution of high school coursework requirements, but most competitive applicants will have completed four full years of coursework in the five core academic areas of English, math, social studies, science (3 lab sciences), and foreign language.”

— Vanderbilt University, August 2020

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Locating specific course requirements for admission can take time. This is why I add or update links to this page as I find them. If your student's college of interest is not listed below, try typing "foreign language" or “high school course requirements” in the search box of the college website.

Direct links to foreign language requirements are offered below.. Be sure to continue research and stay up-to-date based on the unique needs of your high school learner. Check back as I update this post.

Agnes Scott College, Decatur, GA

Amherst College, Amherst, MA

Appalachian State, Boone, NC

Arizona State University, Phoenix Area, AZ

Berry College, Mount Berry, GA

Bellhaven University, Jackson, MS

Bentley University, Waltham, MA

Brandeis University, Waltham, MA

Bucknell University, Lewisburg, PA

Central Methodist, Fayette, MO

Charleston Southern University, Charleston, SC

Colorado State University, Fort Collins, CO

Drexel University, Philadelphia, PA

Emory-Riddle Aeronautical University, Daytona Beach, FL

Florida Agricultural and Mechanical University, Tallahassee, FL (click on Academic Core Units and Homeschool/Non-traditional)

Florida Atlantic University, Boca Raton, FL

Florida Gulf Coast University, Ft. Myers, FL (click Units tab for specific courses)

Florida Institute of Technology, Melbourne, FL

Florida International University, Miami, FL

Florida Polytechnic University, Lakeland, FL

Florida State University, Tallahassee, FL

Franciscan University, Steubenville, OH

Furman University, Greenville, SC

Georgia Institute of Technology, Atlanta, GA

Greensboro College, Greensboro, NC

Guilford College, Greensboro, NC

Harvard College, Cambridge, MA

Indiana University, Bloomington, IN

James Madison University, Harrisonburg, VA

Mercer University, Macon, GA

Messiah College, Grantham, PA

Methodist University, Fayetteville, NC

Montreat College, Montreat, NC

Northeastern University, Portsmith, NH

Ohio State University, Columbus, OH

Ohio University, Athens, OH

Olgethorpe University, Atlanta, GA

Patrick Henry College, Purcellville, VA

Pensacola Christian College, Pensacola, FL

Pennsylvania State University, University Park, PA

Princeton University, Princeton, NJ

Reed College, Portland, OR

Rice University, Houston, TX

SMU- Southern Methodist University, Dallas, TX

Southeastern Louisiana University, Hammond, LA

St. Johns College, Annapolis MD and Santa Fe, NM

Stanford University, Stanford, CA

Stetson University, Deland, FL

Southern Methodist University, Dallas, TX

Syracuse University, Syracuse, NY

The College of William and Mary, Williamsburg, VA

Tulane University, New Orleans, LA

United States Air Force Academy, Colorado Springs, CO

United States Naval Academy, Annapolis, MD

University of Alabama, Tuscaloosa, AL

University of Central Florida, Orlando, FL

University of Cincinnati, Cincinnati, OH

University of Illinois, Urbana, IL

University of Michigan, Ann Arbor, MI

University of Minnesota, Minneapolis, MN

University of New Hampshire, Durham, NH

University of North Carolina, Chapel Hill, NC

University of North Florida, Jacksonville, FL

University of Notre Dame, Notre Dame, IN

University of Oklahoma, Norman, OK

University of RIchmond, Richmond, VA

University of South Florida, Tampa, FL

University of Tennessee, Knoxville, TN

University of West Florida, Pensacola, FL

Valdosta State University, Valdosta, GA

Vanderbilt University, Nashville, TN 

Vassar College, Poughkeepsie, NY

Wheaton College, Wheaton, IL

Yale University

• thoughts on admissions at Yale

You can Celebrate High School and it can encompass More than Credits!

How to Create Titles for Elective Courses

"What are some common titles for elective credit in high school?"

Before titling a course, one must understand the difference between core and elective courses and how these terms are used in the educational world—the "education-eze". Colleges use “education-eze”.

Parents must also understand what is and isn't required by their state school law statutes. Though some colleges and universities hire home education admission personnel versed with knowledge to help homeschooled applicants, other advisors are not always familiar with state statutes, requirements, or procedures. Knowledgeable parents have the means to empower student applicants who may face questions.

Core courses are offerings in the major discipline areas of English, math, social sciences, and natural sciences. Some districts (and colleges) include foreign or world languages in core courses. All other courses are considered electives.

For this post, I am revising an elective list I created in 2015. The list does not include courses most often considered core academics--for example, Calculus or British Literature--though those core courses could also be used as electives if the core course requirements have been meet.

English Electives (when not considered part of the core content English I, English II, English III, and English IV)

Shakespearean Theater

Greco-Roman Theater

Short Stories

Poetry (perhaps of a specific historical era or demographic)

Writing for Print and Publication

Creative Writing

Yearbook

Digital Publishing

Ancient Languages

Biblical Studies: Old Testament

Biblical Studies: New Testament

Communication Electives

Speech (this course may considered a core by some schools)

Competitive Speech

Impromptu Speech

Expository Speech

Policy Debate

Lincoln-Douglas Debate

Media Productions

Mathematics Electives

Business Mathematics (some schools no longer consider this a high school level course)

Personal Finance (this course is often considered a required course for some schools but an elective for others)

Social Science Electives

Comparative Government

Global Studies

International Relations

Introduction to Law

Mock Trial

Constitutional Law

Independent Study: Foreign Policy

Introduction to Criminal Justice

Psychology (this course may be considered a core course for some schools and an elective for others)

Sociology

Anthropology

Archaeology

Family and Consumer Science 

Contemporary World Issues

Ancient Civilizations

Independent Study: The Korean War

Medieval History

Introduction to Social Work

Child and Adolescent Psychology

Philosophy

World Religions

Theology

Church History

Internship: Youth Ministry

Natural Science Electives

Environmental Science

Animal and Agricultural Sciences

Introduction to Agriscience

Equine Science

Equine Medicine

Introduction to Veterinary Science

Introduction to Forestry

Botany

Entomology

Zoology

Astronomy

Introduction Aerospace Science

Forensics

Introduction to Health Sciences

Performing/Fine Arts Electives

Introduction to Drama

Musical Theater

Art History (perhaps add a historical era, for example Asian Art History)

Art Appreciation

Choreography

Dance Technique (consecutive years add beginning, intermediate and advanced)

Competitive Dance

Introduction to Ball Room Dance

Stagecraft

Set Design

Theater Production

Two-Dimensional Art

Three-Dimensional Art

Sculpture

Ceramics

Drawing and Painting

Cartooning and Caricature

Printmaking

Pottery

Creative Photography

Digital Photography

Band

Orchestra

Symphonic Band

Wind Ensemble

Jazz Ensemble

Keyboard

Piano

Music Theory (consecutive years add beginning, intermediate and advanced)

Music History (perhaps add a historical era or genre, for example, History of Jazz)

Music Appreciation

Physical Education Electives

Personal Fitness (this course is sometimes considered a required course for some schools but an elective for others)

Nutrition and Wellness

Aerobics

Tennis

Golf

Volleyball

Competitive Swimming

Water Polo

Lifesaving

Advanced Lifesaving

Team Sports

Recreational Sports

Beginning Weights (consecutive years add intermediate and advanced)

Weight Training (often accompanies sports training and play) 

Sports Psychology

Introduction to Sports Medicine

Care and Prevention of Athletic Injuries

Sports Rehabilitation

Business Education Electives

Accounting

Marketing 

Copyright Law

Advertising and Sales

Principles of Entrepreneurship

Banking and Finance

Business Principles

Foundational Principles of Small Business

Business Technology

International Business

Global Business Studies

Computer Science Electives

Computer Fundamentals and Programming

Introduction to Computer Systems

Computer Design and Repair

Keyboarding

Word Processing

Graphic Design

Digital Design

Web Design

Digital Arts

Computer Gaming 

Home Economics Electives

Fashion Design

Textiles and Fabrics

Clothing Construction and Textiles

Machine Sewing

Quilting and Applique

Interior Design

Introduction to Early Childhood Education

Nutrition

Principles in Food Preparation

Principles in Food Preparation: Pastry

Principles in Food Preparation: Desserts

Principles in Food Preparation: Main Courses

Principles in Food Preparation: Appetizers

Introduction to Culinary Arts

Introduction to Pastry

Cake Decorating

Home and Automotive Repair

First Aid and CPR

Emergency Preparedness

Vocational Electives

Cosmetology

Cabinet Making

Carpentry

Trim and Finish Carpentry

Masonry

Landscaping

Horticulture

Floral Design

Landscape Architecture

Building Design and Architecture

Drafting

Technical Drawing

Plumbing

Welding

Auto Mechanics

Diesel Mechanics

Small Engine Repair

Electronics and Circuitry 

When our young adults are reading, working on research, studying content, or participating in an experiential opportunity, I search for potential titles. If I can't find a title or course content close to what our learners are studying, I search for high school courses (and in some cases college courses) offered at other high schools across the nation. Those resources usually allow me to find a title--or at least give me a springboard--which accurately describes the content being learned. 

If you want to learn more about documentation of elective credits and how to create college admission paperwork, check out this post.

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

What YOU Need to Know about AP and CLEP

Currently, some of the most common questions I am fielding relate to college admission and credit by exam, particularly, AP/CLEP testing.

What will colleges accept?

Do all universities accept CLEP?

Will all universities take AP scores for credit?

How does a college look upon CLEP?

I speak to rooms full of parents--living rooms conversations to packed convention halls--considering and navigating a home education journey for their middle and high school young adults. When I speak, I remind parents

There isn’t a one-size-fits-all answer to most high school-related questions.

As much we’d like there to be a pat answer to this question, there isn’t. Yes, there are some straightforward generalities, aspects common for college-bound learners; for example, how many high school English credits colleges require. However, when it comes to other facets of admission, like AP and CLEP credits, what’s best for an applicant will vary. Not all universities have the same requirements and not all learners have the same intended major or educational strengths. Like other questions asked by parents of high schoolers, the credit by exam question brings the common answer, “That depends!”

Don't assume.

• Some universities are hiring admissions counselors designated to serve home educated students; for example, Bryan College. Those folks are there for you. When there’s interest in a particular college, read the information on the school’s site and then reach out to the staff and ask your questions. Advanced research demonstrates initiative, especially if that interest and inquiry is made by the student. A Dean of Admissions told me student-led research and inquiry is preferred by most colleges and they often track contacts.

• Keep a running list of questions and then tailor those to the college of interest. Having a template may help your learner process what he or she may want to ask, especially when it comes to the finer details like credit by exam.

• Early research indicates student interest and allows a family to plan well. HOWEVER, though we may do our best to gather information, we must also remember each high schooler will move along the preparation timeline at a different pace. Don’t panic if a course of study isn’t known or if a learner remains indecisive about whether to go away for college or stay close. Time is a gift. Offer that gift and provide support. It matters.

Locating specific requirements for specific exams—AP, CLEP, Dantes, and others—takes time and isn’t always easy. Breathe and scroll down. I’ve provided some stepping stones for you—links to credit by exam requirement pages. As you research, read through the list of exams and scores, carefully. Not every school will accept every exam. In addition, there may be a limit on the amount of credits which will be awarded. If your student's college of interest is not listed below, try 

• typing CLEP/AP or credit by exam in the search box of the college website.

• contacting the homeschool admissions coordinator.

Direct links to information relevant to AP and CLEP are included if they were available. Some links include all accepted credit by exam options. These links are guides. Be sure to bookmark those of interest and continue research based on the unique needs and major of your high school learner. The time could save you unnecessary test preparation and fees.

Agnus Scott College, Decatur, GA (AP only at the time of post)

Amherst College, Amherst, MA

Appalachian State, Boone, NC (CLEP policy)

Baylor, Waco, TX

Bentley University, Waltham, MA (AP) (no CLEP accepted)

Bowdoin College, Brunswick, ME (AP)

Bradley University, Peoria, IL (CLEP)

Brandeis University, Waltham, MA

Brown University, Providence, RI

Bryan College, Dayton, TN (CLEP and AP on page 64)

Bucknell University, Lewisburg, PA (CLEP) (AP)

California Institute of Technology, Pasadena, CA

Cedarville University, Cedarville, OH

Central Methodist, Fayette, MO (CLEP) (AP)

Charleston Southern University, Charleston, SC (CLEP) (AP)

Colorado State University, Fort Collins, CO

Columbia University, New  York

Drexel University, Philadelphia, PA

Emory, Atlanta, GA (No CLEP)

Emory-Riddle Aeronautical University, Daytona Beach, FL

Flager College, St. Augustine, FL (AP)

Florida Atlantic University, Boca Raton, FL

Florida Gulf Coast University, Ft. Myers, FL (AP, not CLEP)

Florida Institute of Technology, Melbourne, FL (CLEP) (AP)

Florida International University, Miami, FL (CLEP) (AP)

Florida Polytechnic University, Lakeland, FL (CLEP) (AP)

Florida State University, Tallahassee, FL (CLEP) (AP)

Furman University, Greenville, SC (AP, not CLEP)

Greensboro College, Greensboro, NC

Hillsdale College, Hillsdale, MI

Houghton College, Houghton, NY (CLEP) (AP)

Indiana University, Bloomington, IN (CLEP) (AP)

James Madison University, Harrisonburg, VA (AP, not CLEP)

John Hopkins University, Baltimore, MD (AP)

Kansas State University, Manhattan, KS

LeTourneau University, Longview, TX

Liberty University, Lynchburg, VA (CLEP)

Marquette University, Milwaukee, WI

Massachusetts Institute of Technology, Cambridge, MA

Mercer University, Macon, GA (CLEP) (AP)

Messiah College, Grantham, PA (CLEP) (AP)

Methodist University, Fayetteville, NC (CLEP)

New College, Sarasota, FL

Northeastern University, Portsmith, NH

Ohio State University, Columbus, OH

Ohio University, Athens, OH (CLEP) (AP)

Oglethorpe University, Atlanta, GA (CLEP) (AP)

Patrick Henry College, Purcellville, VA (AP, no CLEP)

Pensacola Christian College, Pensacola, FL

Pennsylvania State University, University Park, PA

Pepperdine University, Malibu, CA (AP)

Princeton University, Princeton, NJ

Purdue University, West Lafayette, IN (CLEP) (AP)

Reed College, Portland, OR (AP, not CLEP)

Rice University, Houston, TX (AP, not CLEP)

Rollins College, Winter Park, FL (AP)

St. Olaf, Northfield, MN (AP)

Savannah College of Art and Design (SCAD), Savannah and Atlanta, GA (AP) (CLEP)

Smith College, Northampton, MA (AP)

SMU- Southern Methodist University, Dallas, TX (AP, limited CLEP)

Southeastern Louisiana University, Hammond, LA

Stanford University, Stanford, CA

Stetson University, Deland, FL (AP)

Southern Methodist University, Dallas, TX

Syracuse University, Syracuse, NY (AP, limited CLEP)

Taylor University, Upland, IN

Texas Christian University, Fort Worth, TX

The College of William and Mary, Williamsburg, VA

Tulane University, New Orleans, LA

United States Air Force Academy, Colorado Springs, CO

University of Alabama, Tuscaloosa, AL

University of Central Florida, Orlando, FL (AP 2019-2020)

University of Cincinnati, Cincinnati, OH

University of Florida, Gainesville, FL (AP) (CLEP)

University of Illinois, Urbana, IL

University of Michigan, Ann Arbor, MI (AP)

University of Minnesota, Minneapolis, MN (AP) (CLEP)

University of New Hampshire, Durham, NH (AP) (CLEP)

University of North Carolina, Chapel Hill, NC

University of North Florida, Jacksonville, FL (AP) (CLEP)

University of Notre Dame, Notre Dame, IN

University of Oklahoma, Norman, OK (AP) (CLEP)

University of RIchmond, Richmond, VA

University of South Florida, Tampa, FL

University of West Florida, Pensacola, FL (AP) (CLEP)

Valdosta State University, Valdosta, GA (AP) (CLEP)

Vanderbilt University, Nashville, TN 

Vassar College, Poughkeepsie, NY

Washington and Lee, Lexington, VA (AP)

Washington State University, Pullman, WA

Wheaton College, Wheaton, IL (AP, not CLEP)

Yale University (No AP or CLEP)

College and University Admission Requirements for Home Education Grads

I speak to rooms full of parents--living rooms conversations to packed convention halls--considering and navigating a home education journey for their middle and high school young adults. Most often we talk about specifics and how-tos. At some point in the presentation, usually during a Q&A session, I am asked to address specific admission requirements.

There isn’t a one-size-fits-all answer to the question.

The answer to the question varies per institution and the status of the student applying—home education, private school, or transfer student.

Home educated in our state means enrolled in the Home Education Program with the county of residence. Those students are defined as home education students (homeschooling) and will apply to colleges as home educated, non-traditional, or non-accredited graduates. The terms used for the admission status varies college to college.

In our state if the student chooses to enroll in a private school for classes once, twice, or three or more times a week--or as a place of record--that student is considered a private school student and will apply to colleges as a private school graduate. Some colleges and universities require private schools to be accredited, by the state or by a regional accrediting agency. This is important to note as not all accreditation is considered equal by some universities.

Generally colleges welcome home educated students with unique educational and extra-curricular experiences and varied community service opportunities, but it is always wise to check on the admission requirements of particular schools of interest.

Don't assume.

• Some universities are hiring admissions counselors designated to serve home educated students. After reading online admission requirements, make contact with the counselor. Advanced research and knowledge demonstrates interest and initiative, especially if the contact and inquiries are made by the student.

• A running list of questions may be helpful. Help your learner process what he or she may want to ask.

• Early research allows parents and students to plan well. Gain the knowledge you need (but don’t panic if your learner doesn’t quite know what he or she wants to study or where he or she wants to attend—there’s time)!

Locating specific requirements for home educated applicants takes time. This is why I include and update links to admission requirement pages as I find them. If your student's college of interest is not listed below, try 

• typing "homeschool" or "home education" in the search box of the college website.

• searching "homeschool coordinator" in the search box of the college website.

• contacting the homeschool admissions coordinator. Colleges and universities are hiring personnel to help their home-educated applicants.

• looking for homeschool admission requirements under the heading "non-traditional". Home education is considered a non-traditional method of education by many universities.

Direct links to information relevant to home-educated applicants are included as available. These links are a guide. Be sure to continue research based on the unique needs of your high school learner.

Agnes Scott College, Decatur, GA

Amherst College, Amherst, MA

Anderson University, Anderson, SC

Appalachian State, Boone, NC

Arizona State University, Phoenix Area, AZ

• Competency Requirements

Ave Maria University, Ave Maria, FL

Barnard College - Columbia University, New York, NY

Berry College, Mount Berry, GA

Bellhaven University, Jackson, MS

Belmont Abbey College, Belmont, NC

Bentley University, Waltham, MA

Bowdoin College, Brunswick, ME

Bradley University, Peoria, IL

Brandeis University, Waltham, MA

Brown University, Providence, RI

Bryan College, Dayton, TN

Bucknell University, Lewisburg, PA

California Institute of Technology, Pasadena, CA

Calvin University, Grand Rapids, MI

Cedarville University, Cedarville, OH

Central Methodist, Fayette, MO

Charleston Southern University, Charleston, SC

Cleveland Institute of Art, Cleveland, OH

• Submitting a portfolio

Colorado Christian University, Lakewood, CA

Colorado State University, Fort Collins, CO

Columbia University, New  York

Cornell University, Ithaca, NY

• Admissions to individual schools

Cornerstone University, Grand Rapids, MI

Covenant College, Lookout Mountain, GA

Davidson College, Davidson, NC

Drexel University, Philadelphia, PA

Emmanuel College, Franklin Springs, GA

Emory, Atlanta, GA

Emory-Riddle Aeronautical University, Daytona Beach, FL

Flager College, St. Augustine, FL

Florida Agricultural and Mechanical University, Tallahassee, FL (click on Academic Core Units and Homeschool/Non-traditional)

Florida Atlantic University, Boca Raton, FL

Florida Gulf Coast University, Ft. Myers, FL (click Units tab for specific courses)

Florida Institute of Technology, Melbourne, FL

Florida International University, Miami, FL

Florida Polytechnic University, Lakeland, FL

Florida State University, Tallahassee, FL

Franciscan University, Steubenville, OH

Furman University, Greenville, SC

George Mason University, Fairfax, VA

Greensboro College, Greensboro, NC

Grove City College, Grove City, PA

Guilford College, Greensboro, NC

Harvard College, Cambridge, MA

Hillsdale College, Hillsdale, MI

Houghton College, Houghton, NY

Indiana University, Bloomington, IN

James Madison University, Harrisonburg, VA

John Hopkins University, Baltimore, MD

Kansas State University, Manhattan, KS

LeTourneau University, Longview, TX

        Home School Endowed Scholarship - Le Tourneau

Liberty University, Lynchburg, VA

Marquette University, Milwaukee, WI

Massachusetts Institute of Technology, Cambridge, MA

Mercer University, Macon, GA

Messiah College, Grantham, PA

Methodist University, Fayetteville, NC

Montreat College, Montreat, NC

New College, Sarasota, FL

New Mexico Tech, Socorro, NM

North Carolina Wesleyan, Rocky Mount, NC (see page 15 of the college catalog) 

Northeastern University, Portsmith, NH

Oberlin College and Conservatory, Oblerin, OH

Ohio State University, Columbus, OH

Ohio University, Athens, OH

Olgethorpe University, Atlanta, GA

Patrick Henry College, Purcellville, VA

Pensacola Christian College, Pensacola, FL

Pennsylvania State University, University Park, PA

• Additional information about admission requirements for specific colleges at Penn State.

Pepperdine University, Malibu, CA

Pratt Institute, Brooklyn, NY

• Portfolio submission

Princeton University, Princeton, NJ

Purdue University, West Lafayette, IN

Purdue University, Fort Wayne, IN

Reed College, Portland, OR

Rhode Island School of Design, Providence, RI

• Portfolio submission

Rice University, Houston, TX

• PDF Rice admissions

Rollins College, Winter Park, FL

St. Olaf, Northfield, MN

Savannah College of Art and Design (SCAD), Savannah and Atlanta, GA

*SCAD admission required documents

Smith College, Northampton, MA

SMU- Southern Methodist University, Dallas, TX

Southeastern Louisiana University, Hammond, LA

St. Johns College, Annapolis MD and Santa Fe, NM

Stanford University, Stanford, CA

Stetson University, Deland, FL

Southern Methodist University, Dallas, TX

Syracuse University, Syracuse, NY

Syracuse University School of Architecture, Syracuse, NY 

• high school preparation for Syracuse Architecture

• Syracuse University School of Architecture portfolio requirements

Taylor University, Upland, IN

Tennessee State, Nashville, TN

Texas Christian University, Fort Worth, TX

The College of William and Mary, Williamsburg, VA

The George Washington University, Washington, D.C.

Tulane University, New Orleans, LA

United States Air Force Academy, Colorado Springs, CO

United States Naval Academy, Annapolis, MD

University of Alabama, Tuscaloosa, AL

University of Central Florida, Orlando, FL

University of Cincinnati, Cincinnati, OH

University of Illinois, Urbana, IL

University of Michigan, Ann Arbor, MI

University of Minnesota, Minneapolis, MN

University of New Hampshire, Durham, NH

University of North Carolina, Chapel Hill, NC

University of North Florida, Jacksonville, FL

University of Notre Dame, Notre Dame, IN

University of Oklahoma, Norman, OK

University of Pennsylvania, Philadelphia, PA

University of RIchmond, Richmond, VA

University of South Florida, Tampa, FL

University of Tennessee, Knoxville, TN

University of West Florida, Pensacola, FL

Valdosta State University, Valdosta, GA

Vanderbilt University, Nashville, TN 

Vassar College, Poughkeepsie, NY

Washington State University, Pullman, WA

Wheaton College, Wheaton, IL

Yale University

• thoughts on admissions at Yale

You can Celebrate High School and it can encompass More than Credits!

I do not receive any compensation for inclusions on this list. It is completely random--I add to the list as I research and work with families. This list is not intended as endorsement or advertisement; simply as a helpful tool to aid and encourage. 

This list grows and grows. Check back for new additions. 

Interest-Based High School Credits: Art Can Look Like This

High school art can look like this!

What if there aren’t enough hours to count as credit?

What if we run out of content?

Questions mount, fear enters.

Step out of fear and watch the possibilities unfold.

As I talk with parents, I often ask, “Why do we hit the brakes in high school?” What I mean is, all the great methods we utilized in the elementary and middle school years, the ones our children loved, the ones we know worked—experiential, project-based, hands-on, field trips, even service—inadvertently pushed aside to make room for the check-offs, grades, and credits. Not that goals, grades, and credits aren’t important or necessary. Obviously they’re needed for college admission paperwork. However, when those aspects take precedence, best practices dissolve, curiosity deteriorates, and anxiety heightens. What if the successful, engaging methods could be retained and built upon in the presence of grades and credits?

THEY CAN!

“Experiential learning doesn’t have to end in high school. Learners don’t need to leave interests behind. ”

How?

Let’s say your learner has an interest in calligraphy, as my daughter did. There’s an interest. There are possibilities, some not seen until after a few other steps are taken.

As I pondered our situation, I figured I had at least two choices.

I could explain to my daughter there wasn’t time in her (a.k.a. our) day which would likely lead to how we could negotiate how to fit in calligraphy IF she finished Algebra first. Several things crossed my mind. If I choose this path, my daughter might eventually stop being interested in or pursuing her interests, figuring I would say no most of the time or that she’d have to come up with some amazing proposal in order to dig into something she enjoyed. I didn’t want that. Life is full of new and exciting learning opportunities, moments which teach important skills needed for the future. Why would I want to block or squelch her curiosity for new learning? Being a life learner is essential. And, what if she heard (though I didn’t say it), “Those ideas are just not as important as Algebra.” OUCH!

My second option might be to allow my daughter to investigate the interest and give her the freedom to figure out how to manage her time and energy in the process so that all she needed to get done could be completed. Major life skill gained. Bonus! With this option, I was able to ponder and remind myself that the interest may wane after a week (therefore no need to worry about whether we would get other subjects done). And, what if this interest took my learner one step closer to her future career? We wouldn’t know unless we took the first step toward discovery, in my daughter’s case, calligraphy.

I made my decision.

But, what if the interest sticks or grows into something else and Algebra (or other subjects) don’t get done?

Yes, this is a possibility. In fact, other subjects may take a back seat for a little awhile or not be completed in the time frame I expected. But, they would get done. The time management lessons gained in the process would indeed be life lessons. People are always navigating wise use of time, even into the adult years. She will, too.

My next question surfaced. What If the interest (calligraphy in our case) stuck around awhile or morphed into something else? We’d have to figure out how to complete the other subjects (especially since at this time she intends to go to college).

I also reminded myself there are other reasons why learners don’t complete subjects in a specific time frame. It may not be solely because of the added interest or that time was mismanaged. Maybe there’s a mental block with the subject, cause “it doesn’t make sense” or “I am not good at _______”. This is not our situation, but I know learners where this component needed to be considered and addressed. In other words, not completing a subject “on time” may not be the fault of “another interest”. Instead, the original subject likely needs tweaking. Often the benefit of adding something a learner enjoys allows the mind to relax enough to tackle other difficult subject matter.

What if there aren’t enough hours to count as credit?

If we don’t get started, take the first step, we won’t know possibilities. Starting keeps curiosity alive. It’s like a muscle, needing to be stretched, used, worked. Have courage, jump in, and be curious about where the interest will led.

In the case of calligraphy, everything counts—instructional videos; live lessons; reading resources; researching of inks, tools, and paper; practice lettering; projects; entries for fairs or contests. When the learner begins on their study, I encourage them to being to keep bullet points of what is being completed. This may look like

• watched how-to video on calligraphy

• video instruction and practicing of basic calligraphy strokes

• tutorial on hand-lettering

• researched pens and ink

• made a supply wish list

• created a budget and made goals for how to purchase supplies

• checked out a book at the library and read the chapter on calligraphy

• read about medieval calligraphy

Over a short period of time, activities, hours (and learning) stack up, potentially leading to other interests. It all counts as credit.

What if we run out of content?

Contrary to our thoughts, I really don’t think if it is possible to run out of content. There’s always something new to learn in an area. In addition, when we allow our learners to study an interest, often another pops up.

“We parents tend to shut down opportunities and interests before they even start because there’s ‘not enough time in the day’ or ‘we can’t turn that into a class’. ”

What if the interest is calligraphy?

In the case of calligraphy, here are some possibilities to jump start the study.

• modern brush calligraphy

• pointed pen calligraphy

• hand lettering

• basic and classic styles (Gothic, Old English, Unical)

Calligraphy may morph into

• watercolor brush lettering

• embroidery calligraphy

• chalkboard lettering

• watercolor

• writing Japanese characters

• the history of calligraphy from Rome to the Middle Ages and the movement to modern calligraphy.

Some high schools offer Calligraphy 1 and Calligraphy 2, so creating a self-directed or independent study course is not unreasonable.

There are online courses available, too, like this one offered by BYU Online high school calligraphy course.

What if the interest is not calligraphy, but something else? The same process applies. Get started. Dig in. Bullet point what is completed. Keep learning. Gain hours. Concisely title what was learned.

Fear keeps us from trying new things—children and parents alike. With curiosity comes possibility, endless things to wonder about, explore and learn. I wonder what ideas will surface today?

It matters, and it counts!

The BIG Comparison: Planning Courses for Admission and Beyond

Yesterday found my high schooler and I at the computer—for two hours!

It’s mid-sophomore year and she knows what she wants to study. With that in mind, she’s building what I call her BIG Comparison List (more details included in Chapter 6 of Celebrate High School: Finish with Excellence). This comparison allows the parent and student to plan a high school path—courses and content—with the student, admission requirements, testing, and major in mind.

“Colleges and universities often offer an admissions page specifically for homeschooled applicants.”

— Cheryl Bastian, Celebrate HIgh School

Research high school courses required for admission. Home educated students intending to go to college—and even those who are remotely considering it—benefit from researching and anticipating admission requirements of their top college choices. This is helpful no matter what type of entity the student plans to attend: public, private, academy, non-competitive, or highly selective. I keep a running list of links to admission pages for home educated graduates here.

While sitting together, my daughter and I visited the home education admission page for each school on her Big Comparison List (so far). What we discovered was interesting!

What will be required of her for admission to her choices thus far isn’t anything like our other four graduates.

High school is not one-size-fits-all.

Based on what we learned, our current high schooler’s path is looking quite different than her siblings!

Research tests and scores required for admission. Aside from the transcript, test scores can be the most unnerving requirement for college admission. Parents (and sometimes high schoolers) voice this concern when I meet with them. As a parent of past, current, and upcoming high schoolers, I understand!

While my daughter and I were poking around on the admission requirement pages, we found the SAT/ACT test scores expected for applicants. We were also curious about PERT and CLEP scores for one of her college choices. We noted and compared the scores, college to college. Unlike our other graduates, we see a real advantage of both PERT and CLEP for this high schooler.

Check college General Education courses required for the degree. Having studied General Education requirements for many degrees and many universities, there are some common denominators in what is required across degrees. Freshman Composition and Speech Communication are fairly standard for most schools and degrees. There are exceptions, of course. Aside from composition and speech, required General Education courses vary per school and per degree. For example, AS degrees are considered terminal. The goal is to get the student needed knowledge to enter a specific workforce. I order to take the needed career-specific courses, the number of required General Education credits is reduced. Not all colleges and degrees require the same courses or number of General Education credits for graduation. This is why research is important.

Check college course requirements for the college major. Just as the courses and credits vary for the General Education requirements, so do the major requirements. In other words, the major course requirements for a BA in Anthropology at one university will likely vary from the courses required for the same degree at another college. Again, this is why research is essential.

Comparing the General Education courses for my daughter’s intended major at her top college choices (at this time), we discovered none of the colleges require College Algebra (as was the case with all my other graduates for their degrees). In fact, every college my daughter has on her list stated MGF1106 as the General Education math required. Upon further investigation, we discovered CLEP offers a College Mathematics exam. BINGO! She could study for and take CLEP College Mathematics and if she scores high enough, use that test score to earn the General Education math credit she will need. It was also encouraging to know every school she is considering accepts CLEP (this is not always the case—another reason to research).

For us, for right now, what we discovered is a WIN-WIN, worth every bit of the two hours it took to research.

What WIN-WINs are awaiting your high school learners?

Planning 9th Grade with YOUR Freshman in Mind

Four home graduates. One current high schooler.

Five unique ninth grade years.

As I finished adding the grades for the ninth-grade year of the transcript for our fifth high schooler, the proverbial light bulb illuminated my thinking.

I double-checked, looked over each transcript of our five learners.

Indeed, EACH of our high schoolers had a unique and individualized ninth grade year—distinctive of their gifts and strengths. I knew each of our children were different, yet I hadn’t set out their transcripts side-by-side to compare the courses they had completed in the freshman year. Yes, some had earned credit in the same course, but even the content of those courses varied according to the bents and interests of the learner. Same title, different content. Each learner had individualized educational paths, courses tweaked by interests and strengths, goals and aspirations.

As it should be with homeschooling.

Every learner—gifted—different.

None better than the other.

What were the ninth grade courses on our five high schooler’s transcripts?

One of our learners dug into a variety of interests, from academics to sports to music. This learner also extroverted high schooler wanted to take Spanish earlier in the high school plan so that it could be completed with an older sibling. Further observation lead me to realize this learner was the only one who completed two years of foreign language by the end of ninth grade—making time for other studies; a big WIN as far as she was concerned. These ninth grade course choices were right for this learner and provided distinctive advantages in regards to having time for opportunities which were still to come in the later high school years.

One of our other learners enrolled in high school level courses prior to ninth grade, hence completing Algebra 1 and moving to Algebra 2 in ninth. The same was true for science which paved the way for chemistry to be the logical next step for the freshman year. No other learner took Algebra 2 or chemistry in the freshman year.

This learner was also the only one who completed world history in ninth grade due in most part from having studied history independently—and passionately with much depth—in previous years. We didn’t want freshman year to be a repeat of past content so we allowed this student to continue to study history through travel, historical documents, biographies and other non-fiction resources. This high schooler was also the only sibling who completed economics in the freshman year—again due to personal interest and independent study. This course provided additional fuel business-minded young adult.

This learner was a mover, a kinesthetic.Learning was experiential and hands-on, even through high school. Athletics played a major role in this learner’s life, hence all the PE credits in the freshman year (as well as years to follow). For this learner we chose to split American history into two years—Early American (up to the Civil War) and Modern American (after Civil War) allowing time to add experiential learning to a text and provide extended time to other subjects of interest.

This introverted learner loved people—understanding how they thought and were motivated—and was eager to have people live their best lives—hence the bent toward sign language. Interestingly, this young adult’s ninth grade year was also the year our sweet great-grandmother was very ill and in and out of facilities (which the learner requested to tour and research because of the love for Grammy). This learner asked to be a part of the process and dialogued (summarization, recall, and interpersonal communication) with me (and her grandmother) about what was being learned through this heartbreaking journey. This high schooler was also an entrepreneur and a creative—owned a small business—hence the business and creative arts electives. Different learner. Different interests. Different courses.

Another introverted creative, this learner set up a work studio where endless handmade cards were made with numerous types of media and by various techniques. Hours were spent learning technique, researching skills, and experimenting creatively. Hence, this high schooler earned credit in courses not considered by our others—Foundations in Interior Design, Stamp and Stationary Art Design, and Survey of American Musicals. This learner, like several siblings, earned credit for personal fitness, yet her content was very different from the content of athletes who spent hours on the field or in the weight room. This high schooler chose her own relaxing, peaceful blend of aerobics, stretching, and strengthening—using personally-selected workout videos.

Five freshman years each with unique content and character—personalized to the interests of the learner earning the credit.

Personalization doesn’t have to end in ninth grade! In fact, it can continue throughout the high school years in order to help our young adults learn who they are, what they were created for, and how they can bring value to the community in their spheres of influence—at home, across the nation, and throughout the world.

Need guidance in the journey to make high school matter beyond the turning of the tassel?

My NEW BOOK, More than Credits: Life Skills High Schoolers Need for Life, offers frameworks (think practical skill acquisition from real-life, project-based learning, experiential opportunities, related literature and writing assignments, and meaningful decision topics and questions) for FIVE elective courses:

• Nutrition and Wellness

• Personal Fitness

• Personal Awareness and Career Exploration

• Philosophy, and

• Personal Finance

The contents of each class are not just boxes to check, but ideas meant to be tweaked and adjusted for each learner based on what they may already be doing.

Earn credit for what matters…not just today, but beyond.

https://www.cherylbastian.com/resources/f5cnoa7h3nts5vyk8eeqex359nqenw

More than Credits: High School Philosophy, Morals, and Ethics

The high school years offer a season to celebrate the people our young adults are becoming. Part of that transformation is coming to understand how thoughts influence words and behavior as well as how to productively evaluate thoughts and the thought process.

Along that journey, there will be moments of confidence, clarity, and productivity, but there will also be times of disagreement,miscommunication, and debate. Our high schoolers are learning how to think and then communicate those thoughts while expanding their problem solving abilities and processing their mistakes, all in the light of what they believe to be true.

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In this season, young people continue to learn details about who they are and what value they bring to their spheres of influence.

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It’s philosophy; discovering a clearer picture of what one believes when compared to other’s thoughts and how those beliefs affect actions and words. It’s the wrestling with and expressing of morals, values, and ethics. It matters, and it can count for high school credit.

As you embark on the adventure, one of the first questions you may encounter is what content to include in a philosophy-type course. You aren’t the only one asking this question. In fact, many parents face this question, and usually haven’t had any idea where to start.

I’ve been in that place, too.

In fact, it’s why I decided to offer suggestions and a framework for a philosophy-based course in More than Credits! The content will empower and encourage you, offering selections for

• high-interest reading materials,

• suggestions for writing assignments, and

• practical hands-on experiences which will impact the young adult as well as the lives of others.

Intentional.Real. Relational.

More than Credits: Skills High Schoolers Need for Life

Ethics, the moral principles which undergird the standards by which individuals respond to important life questions, develop as we face life circumstances and choices. In those moments, we decide what we believe, why it matters, and where we will place our time and attention. Our high schoolers are no different. They face daily decisions amid a myriad of worldviews and philosophies.

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What they believe about God, themselves, and the situations in the world, matters. Home can provide a safe place to investigate truths, dialogue thoughts, and ponder choices.

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“A course which involves the development of philosophy, morals, and ethics gives high school learners opportunities to earn credit for wrestling with their thoughts, discovering what their faith means to them, and applying those thoughts to their life choices and their relationship with God.”

— Cheryl Bastian, More than Credits: Skills High Schoolers Need for Life

Most importantly, a young adult’s moral and ethical thoughts influence the decisions they make. Essentially, the content cultivates the “why” behind what an individual believes as well as why certain things are valued over certain other things. All of this encompasses an individual’s belief system and influences his or her spiritual growth and personal development beyond simply mimicking, borrowing, or living out the faith of his or her parents.

One of our learners grew to love C. S. Lewis. He had read the Narnia series earlier in his homeschooling years, but as a high schooler selected A Year with C. S. Lewis: Daily Readings from His Classic Works (HarperCollins Publishers, 2003) from our home library shelves. I had no idea he had such an appreciation for the author. I marveled how the devotional motivated him to read a handful of other classic Lewis writings. Amazingly, content developed because of his newly discovered curiosity for C. S. Lewis’s thoughts and the course began to take form without any planning on my part. I simply (albeit battling fear he would learn enough!) fostered his vested interest. Realizing the impact of self-selected reading, not just philosophical material but other resources as well, we adopted a motto in our home:

“Read the book and I will award credit for your accomplishment.”

Ultimately, one book led to an independent study, which we combined with other activities and great conversations! Seeing our son’s continued interest Lewis and then other great thinkers, Mike and I decided to read the books he was reading. Mike asked if he wanted to spend time each week talking about what we were learning, all of us. Without much direction about where our discussions might lead, we began to meet, ponder, and converse. Hearing each person express his or her opinions or interpretations about what was read and how those thoughts could be applied to current circumstances provided a venue to process viewpoints—the Socratic method, family-style.

We couldn’t possibly comprehend the fullness or richness of our first steps. Our dialogue through one book fueled more reading and before we knew it a weekly forum took shape. Best of all, something greater resulted: our relationships with one another deepened. We gained respect for one another and realized we could learn together. We weren’t just teaching our son. He taught us!

A few years into meeting consistently, our son commented, “I wish everyone had the opportunity to be in a community like this.” Years later, when we talked about the depth of our conversations, he commented, “Those years are the main reasons why I lead a small group at church today, so others can have the same opportunity I did!”

Wow! That’s philosophy credit with future implications.

Philosophy courses continue to fade from high school curriculum guides. Thankfully, our homeschooling freedoms allow for this essential course to remain a feasible choice for young adults. In fact, conversational group setting provides one of the most beneficial venues to process and ponder the philosophical thought which undergird and permeate life. Consider gathering your family or your young adult and his or her friends to ponder life together.

Conversations, heart connections with our young adults, provided some of the most meaningful experiences of our family’s high school years. Some of the most treasured, thought-provoking discussions happened over half-price milkshakes pondering a life-truth or a plate of nachos after losing a baseball game.

When we paused our days, looked one another in the eyes, and listened, family members knew their ideas and thoughts mattered.

And, philosophical, moral, and ethical thoughts and beliefs formed all the while.

Degrees, Foreign Languages, and Life Lessons

I love learning new information. And, I am intentional about sharing that information with parents so they can be empowered and help their learners move closer toward the best, well-informed decisions about their future.

Yesterday I called a college in the State of Florida to get some answers. In the process of talking with an advisor in the Bachelor's Degree office, I learned some new tidbits about degrees and foreign language. The information below relates to all students, unless specifically mentioned as pertaining to homeschooled graduates. 

1. The AS degree is considered a terminal degree. The goal is to provide the graduate with enough career specific content and skills to enter the workforce without continued education.

2. The State of Florida requires 36 General Education semester hours for the AA and BA, but not for the AS. If the student obtains an AS degree and then decides to transfer to another college to earn a BA or BS degree, additional General Education hours may have to be taken in addition to the degree requirements. 

3. The General Education credits required for the AS are reduced in order to make room for career specific content. For example, the AS degree our family is researching requires only one semester of English (as opposed to two) and no foreign language coursework. In addition, College Algebra is not required for the AS of our interest (check the AS of interest as this may vary per career field). 

4. Foreign language is required for AA and Bachelor's degrees in Florida. However, we were personally told by the Office for Students with Disabilities at Valencia this requirement may be waived by an appeal process IF the student with documented disabilities enrolls in a course, demonstrates disability, and successfully wins an appeal for course substitution. When I asked the representative at the college I contacted yesterday about whether an AA appeal would stand should the AA graduate then transfer to a four-year university to continue post-secondary study toward a BS or BA, the advisor said the decision would rest with the institution conferring the bachelor's. At her college, the student would be required to take the foreign language before being awarded the BS or BA.  In other words, the foreign language though waived for the AA, would have to be taken later at the college or university granting the BS or BA. For students with diagnosed learning differences, this question would need to be posed to the Office of Student Disabilities at the college or university granting the BS or BA. This is one of those decisions which could be college specific. (Updated 11-3-2018: Read Florida State University’s policy here).

5. While I had the advisor on the phone, I asked questions about foreign language as this is always a debated topic in homeschooling circles and I want to stay current. How universities handle foreign language varies per institution and policies can change. Therefore, I specifically asked if they accepted high school foreign language credit to waive the college language requirement for the AA. She hesitated and responded, "It depends." I then specifically asked whether two years of foreign language with FLVS would be used to satisfy the college requirement and she said yes without hesitation (which has been our experience with two other home ed grads). All other methods of learning foreign language would be evaluated by the institution. Once transferring with the AA to the institution granting the BS or BA, the high school transcript would re-evaluated, specifically determining where the foreign language was taken. If this could not be validated to their satisfaction, the student would have to take the foreign language before earning the BS or BA, even though the student earned the AA. We personally experienced this with one of our learners. Valencia verified the language was taken in high school (we used FLVS) for the AA requirement and when our son transferred to UCF to move toward the BA, they contacted us and verified our two years of FLVS.  

At the end of the phone conversation, I had several takeaways. The most important takeaway reinforced what I knew: 

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High school foreign language decisions follow our learners through the college years. 

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Seems weighty. It does to me anyway (and I've graduated three with another two close behind; they are all different). However, this statement doesn't have to keep me fearful that we (parent and young adult) will make wrong decisions. Instead, the information can empower us. With what we know information can be discuss, options can be considered, questions can be asked, and we can weigh future implications to make the best decisions we can at any given time, for each learner. This statement also reminds us that in our temporary inconveniences (not liking an instructor or a delivery method) we must consider long-term consequences (not completing a course may affect us later). 

That's a life lesson which reaches beyond degrees and foreign languages.

It's real-life learning! 

Looking for more information about foreign languages? Consider these blog posts. 

Foreign Language: Questions You Need to Ask

Foreign Language: What Homeschoolers Need to Know

Foreign Language: Which Language

Dual Enrollment? Not So Fast

College Admission Requirements for Home Educated Students

As stated in this post, information changes—sometimes rapidly. Here are some links to updates you may find helpful (updated 11-3-2018).

Florida State University’s 2018-2019 Foreign Language Policy for their College of Arts and Sciences

University of Central Florida Foreign Language Proficiency Requirement (Bachelor of Arts Degree)

University of North Florida’s 2018-2019 Foreign Language Requirement for Bachelor of Arts Degree

University of Florida College of Liberal Arts and Sciences Graduation Requirements and CLAS Foreign Language Requirement

The Possibilities of Elective Credits: Part I

What about elective credits?

Mike and I field this question often. 

The short response?  

There are endless possibilities to potential elective credits. 

If your high school student is enrolled in a public or private school, be sure to check the school's offerings. Choices vary for each school. 

If you are home educating the high school journey, know your state statute and graduation requirements as well as how they apply to home educated students. Find out if your state allows parents the freedom and responsibility to create core or elective courses. This is important because some states require home educated students to take only courses offered in the state. Other states give parents the ability to oversee the child's education, hence the creation and oversight of classes, should the family choose that path. Your state statute requirements will provide what is required of the parent and student and therefore shed light upon the possibilities available to the family.

For those who are home educating and have the ability to choose elective credits, consider:

The life-goals (if known) of your learner. For some high schoolers, they will have a clear understanding and direction for what they will pursue after high school graduation. Other young adults will be exploring their interests and therefore, getting a better idea of what they might do after they turn the tassel. The good news is there is no right time for a learner to decide next steps after graduation.

If there isn't a clear path, prepare for the broadest possibilities.  Be careful not to short change the young adult. 

For learners who have an inkling of what they want to do post high school, they will move forward in that direction. As you help process their ideas, keep an open perspective. Be ready for change. An interest one semester may transform into a niche the following semester.  

One of our high school learners became interested in veterinarian medicine. She even considered this as a possible career path for a few months. We felt our next right step was talking with professionals in the field and preparing for a job shadowing experience or volunteer opportunity should either become available to her. In our brainstorming process, we considered several venues: a vet's office, a local clinic, and the county animal shelter. As part of our conversations, we came up with what questions which would be helpful should an opportunity to talk with a veterinarian present itself. Our questions included:

• What universities are considered optimal for this profession?
• What are the potential degree and career paths for this profession?
• What classes or experiences were most helpful in the education process? 
• What are the specialty ares of this field of study?
• What would you, as a professional, recommend for a young adult pursuing this career?

While present at on-site opportunities—job shadowing, volunteering, or internships—our high schoolers are encouraged to be mindful and open to how they can bring value to the host while present. This might include offering to fold clean towels or empty trash cans. We also encourage our young adults to observe office etiquette and practices (real-life learning at its best). Along these lines, we suggest visiting several venues within the same niche as well as any which are closely related or dependent upon the specialty. In the case of veterinary medicine, specialties may include veterinary oncology or ophthalmology. From the varied experiences, the learner is able to compare office practices and evaluate care from a broader perspective. Ultimately, these experiences may allow the learner to narrow his or her potential field of study while earning high school electives.

Experiential learning in high school is as valuable as in the elementary and middle school years. 

When thinking about elective credits, parents and learners can take into account the acquisition of life skills while also considering the academic admission requirements of the learner’s top choice universities. This consideration is—from our experience—extremely important and often overlooked. Colleges of interest frequently get deleted from the list of potentials for many reasons. Sometimes it’s the test scores which make the choice seem out of reach. Other times it’s the foreign language requirement. There are a plethora of other reasons, too. However, perhaps the most common reason parents tell us they eliminated a university from the list of possibilities is the belief that the cost of the education is beyond the financial reach of the family. Mike and I encourage parents and young adults to keep every potential school on the list of consideration, even if attendance seems out of reach for some reason. In doing so, students will be prepared academically for admission to all their choice colleges come application season. We know learners who desired to attend private, out-of-state schools who eventually were awarded full room and board for four years based on academic merit, community service, or in one situation, a drawing at a college fair! 

The interests of your learner. I find it ironic that elementary-aged children are often encouraged to explore their interests, yet as the middle and high school years loom on the horizon, the tune changes. When it does, students, parents, and educators tend to concentrate on core courses (with good reason) while pushing strengths and giftings to the side. Yet, often those strengths and giftings are the very elements which learners need to be successful adults--not to mention reduce the stress of some tougher core courses. Wouldn't it be wonderful if--during the middle and high school years--students, parents, and teachers could find ways for learners to complete required courses while also engaging in and exploring interests and strengths? 

As home education evaluators and consultants, Mike and I have seen AMAZING outcomes for young adults who have had opportunities to complete required core courses (and therefore be eligible for college admission at schools of their choice) while also delving into areas of interest.

While studying algebra, history, and biology, our third high schooler continued to build the business she started in middle school. In doing so, she was able to complete core courses while also learning important small business skills: purchasing and crafting inventory, budgeting and filing taxes, investigating advertising, setting up a website, and showcasing inventory at craft shows and expos. Her income allowed her to purchase her own clothing, save money, and tithe to church. To manage her income and expenses, she created a spreadsheet where she recorded her finances. Personal Finance found its way on the transcript that year, right under the algebra, American history, and biology.

The current life season of your family. When my grandmother was terminally ill, we spent four months visiting and researching facilities--navigating pros and cons of each--as Gram's needs changed. In addition, we visited Grammy three times a week, caring for her and connecting with her "friends" in each facility. We talked with care workers about what they did and how they obtained their education and professional licensing. As evaluation time rolled around, I couldn't even begin to remember all we did. But, my high schooler did! In fact, she asked whether all she had taken part in and learned could be used for credit. GREAT question! And after discussing all she learned and researching high school and college course equivalent to what she completed, I titled the course Cares and Concerns of the Elderly. Definitely an eye-catcher on her transcript. You can read more about how this course came about in this blog post. 

What situations are upon your family? How can those normal, every day opportunities become credit? For example, if you're painting your house, your learners are learning how to calculate the amount of paint needed, research paint types, buy good tools (good quality tools make the job go well), use and care for tools properly, run a pressure washer, trim paint small areas, roll on paint, clean rollers and brushes, and store tools so they can be in good condition for the next project. The list is endless. As we tackle painting the outside of our home this week, I stepped up our ladder thinking, this is real-life home economics (though in the past I titled the course home maintenance and repair). If you need to tackle a home project and don't know where to begin, model for your children how to find an expert in the field (read more about this here) or search for an online tutorial. These are important research skills your learners will need in life. 

What are the elective possibilities for your young adult? Begin observing what the learner is already doing? Where are the areas to which he or she gravitates? Are there real-life activities and opportunities in which he or she is participating? Considering interests, strengths, and aspirations as well as the admission requirements of the high schooler’s top college choices will return great rewards as the high school years come to a close.

A last note for consideration...

What about excessive credits? 

As Mike and I have worked with families over the past twenty-three years, there have been a few cases in which a student has earned excessive credits--more than 35 credits! In other words, the reader of the transcript would wonder if the learner ever slept. However, this has been only a few scenarios. In those situations, parents were able to include content from one course into another already existing course without being accused of credit inflation. It is possible for homeschooled students to earn more credits than the average student. This is acceptable if indeed the credit is not inflated. 

For more information on documenting elective course work, check out part 3.

Needing ideas for elective course titles? Click on over to Part 2. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

This refreshed post was originally published December 2016.

The Volunteer Advantage

Colleges and universities LOVE applicants with volunteer experience. These opportunities tell how the high schooler used his or her time, in other words, how the young adult spent his or her hours outside of books and traditional learning environments. In fact, some colleges value community service so highly that they are offering scholarships for accomplishments in service. 

And, some states--like ours--require volunteer service for merit scholarships. 

Knowing what universities look for regarding community service and researching your state's merit scholarship may prove beneficial to your high school learner.

Al Nunez, Director of Admissions at Illinois Institute of Technology, was interviewed for the November 12, 2013 issue of U.S. News and World Report. In that interview he encouraged students to highlight their accomplishments.

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“Applying to a university is your time to brag about yourself. Talk about all the things that you’ve done, including jobs, including whether you’ve volunteered at your church or did community service.”

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Why volunteer?

• Volunteer opportunities offer opportunities for high schoolers to learn more about themselves and impact the lives of other people.
• Community service may provide leadership opportunities. Colleges and universities are looking for applicants who have taken on leadership roles. 
• High schoolers preferring hands-on, experiential learning with interpersonal interactions can thrive in these environments. Truly, this can be an area where kinesthetic learners can thrive.
• Service opportunities can help high schoolers fine tune what they enjoy, how they learn best, and what career field they may want to pursue. 
• Volunteer opportunities also make great experiential stories for application essays.
• When the time comes to request letters of recommendation for college admission, professionals and supervisors who have worked with the high schooler through volunteer opportunities may be willing to write on the applicant's behalf, commenting about work ethic, acquired skills, and character.

As evaluators, we've enjoyed the company of high school young adults who've benefited from the volunteer advantage. One particular young lady we know served thousands (no exaggeration) of hours which provided her a competitive advantage and helped her land a $25,000 scholarship. 

Why NOT volunteer?

Service hours are just that, opportunities to serve with a sincere heart. They are not requirements or obligations to meet. Often there are people on the receiving end and those people matter. People are not projects or resume enhancements and they don't want to be served with that type of attitude. When volunteer hours become boxes to check off, they are no longer means by which to serve with empathy and compassion. 

In addition, often community service becomes a means by which the parent-child relationship is strained. We all fall into the nagging "Did you log your hours?" trap at one time or another. Stress and fear will affect our high schooler's attitudes toward service. When we do, it is time to back up and reflect on that matters.

Where volunteer? 

Volunteering, like many other aspects of the high school years, is another venue to build relationship and communication skills. Brainstorm ideas together. Talk about volunteer etiquette. Role play requests or phone interviews.

These ideas may be talking points. 

• serve at local animal shelters
• raise and train service animals
• sort groceries in food pantry or shelter
• serve meals at homeless shelter
• serve as a police explorer
• provide service at local horse barn 
• serve in local teen court
• help with registration and water distribution for marathons and fun runs. 
• deliver Meals-on-Wheels
• serve with Special Olympics or local Down's syndrome chapter (graduate schools often host these types of events)
• read to children in children's home or residents in assisted living and memory care facilities
• create floral arrangements for church altar
• weed flower beds for non-profit or local recreation center
• be a safety ambassador for National Safety Council
• design a website for church or local non-profit organization
• provide counter or concession help for sports events
• place flags on grave sites of veterans
• tutor elementary students
• collect clothing and non-perishables for shelters and crisis centers
• work with a political campaign 
• serve on a building team for Habitat for Humanity
• be a mentor with Big Brothers, Big Sisters
• serve as a junior assistant coach for youth sports
• collect food or other needed items for animal shelters 
• prepare a meal or care packs at Ronald McDonald homes (usually near children's hospitals)
• pack meals for hurricane or typhoon relief
• gather crayons, small tablets, or other items for pew packs to be given to small worshippers.
• usher at local theater 
• work at the local library
• volunteer at local science center
• serve at wildlife rehabilitation or Audubon center
• provide musical entertainment or puppetry at assisted living and memory care centers
• play or sing with church worship teams
• serve on disaster relief teams
• sew costuming for theatrical performances
• construct music or theater sets
• provide babysitting or childcare for Bible studies, MOPS meetings, or parent meetings
• plan a birthday celebration for residents at assisted living center

Like many aspects of the high school experience, not all colleges require or put equal weight on the same admission requirements. Princeton ranks admission requirements here. Research and knowledge are important. What is beneficial to one learner will not be beneficial to another. 

Will volunteer and community service benefit your high schooler? 

The answer will be unique to your high schooler and may be only conversations and clicks away. Your efforts will make a difference, not only for your high school learner but also for the people who are blessed to benefit from his or her sincere service.

YOU can celebrate high school! 

The contents of this post are meant to share personal experience and are not intended to be legal or educational advice. 

Transferring AP, Dual Enrollment, and CLEP Credits

Accelerated credit—earning early college credit while in high school—is often referred to as advanced credit or credit exemption. The most common accelerated learning options include dual enrollment, Advanced Placement (AP), and College Level Examination Program (CLEP).

Dual Enrollment

Dual enrollment allows learners to earn high school and college credits simultaneously, before graduating from high school. Although dual enrollment can be a great option, it is not the best option for all learners.

Credit Exemption Options

Credit exemption by means of testing is another acceleration mechanism. Examples include AP and CLEP.  Parents and students should be aware that colleges and universities adopt institution specific guidelines for accepting accelerated credit by exam and often post test score and course exemptions on their websites. Knowing what will and will not be accepted can save time and money. 

• Advanced Placement (AP) equates to college credit if the student takes the corresponding AP exam and scores well. Acceptable scores and the college credit earned with those scores varies from university to university. For example, Stetson University offers a chart stating scores, credits earned, and courses which may be substituted for the earned scores. 
• College-Level Examination Program (CLEP) is sponsored by the College Board. Though some colleges and universities accept all CLEP exam credits--there are 33 tests available--others have specific guidelines as to which exams they will honor. Again, it is helpful to search a university's website to find out the details. 

To find out whether a learner's college of choice accepts dual enrollment, AP, or CLEP, search for a universitiy's transfer of credits statement on the school's website. Most universities devote a whole page to transfer of credit guidelines with links specific to their campus. 

This list may help get you started in your quest. 

Bellhaven University

Clemson University - AP

Florida State University

Georgia State University - AP

Georgia State University - CLEP

Harvard College

Iowa State - AP

Iowa State - CLEP

Kansas State

Kansas University - AP

Kennesaw State University

Louisiana State university

Miami-Dade College - AP

Miami-Dade - CLEP

Miami University of Ohio

Michigan State University

Millersville University -AP

Penn State University - CLEP

Purdue University - AP

Purdue University - CLEP

Rollins College

Seton Hall University

Stetson University

Texas A&M - CLEP

Thomas Edison State University

University of Alabama

University of Florida - AP 

University of Florida - Credit by Examination

University of Florida - Transfer Statement

University of Kentucky - CLEP

University of Maryland - CLEP

University of Massachusetts - CLEP

University of Minnesota - CLEP

University of Montana - CLEP

University of Nebraska - CLEP

University of North Florida

University of Oklahoma

University of Oklahoma - CLEP

University of Tennessee

Wheaton College

Wofford College - AP

Looking for the home education admission requirements for colleges and universities? Check out this blog post. 

Just one more reason why

EVERY. MOMENT. MATTERS. 

even in the high school years!

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Dual Enrollment? Not So Fast

Dual enrollment offers learners opportunity to earn high school and college credits--simultaneously--before graduating from high school.

It's a great option for some students.

But, it isn't the best option for all students.

Yes, sign me up! (the Pros)

• Free or reduced tuition for college-level courses.
• Experience campus life.
• Offers student opportunity to learn course content in the student's area of interest.
• Student's enrolled get to learn what goes into completing college work.
• Allows colleges and universities to validate a student ready and capable of handling college-level material.
• May improve a student's weighted GPA. 
• May equate to graduating from college early. 
• Evaluation (grade and credit) based on the entire course, not on single test performance. 

Not so fast! (the Cons)

• While there's money to save, there may not be savings in the long run. Be sure to research what courses are needed for a degree and if credits will transfer. 
• Not all learners are ready to walk on campus alongside older students. Perhaps, inquire about online options.
• Not all admission advisors are versed in the prerequisites for specific college majors, hence some courses may be taken and "wasted". Parents should stand ready to know the requirements of a learner's four-year degree (or possible majors) and double check advisor guidance. 
• Not all credits may be accepted; some courses in the major area may be required to be completed where degree will be earned. Check transfer policies like this one for UNF. 
• Excess hours may be costly. 
• Some colleges won't accept all dual enrolled courses. Research and ask questions to avoid unnecessary surprises. 
• Grades earned become part of a permanent college transcript. 

Some of the biggest mistakes we have seen families make are:

Not knowing degree requirements. We know students who weren't sure of future major take an introductory science course (generally without a lab and worth three college credits)--Introduction to Biological Sciences, for example--thinking it would be easier, only to find out once the major was declared the lab science was required. The student sat through another science--Biology in most of the cases we know--again.

Starting dual enrollment too early. It is wise that parents remember DE grades become a permanent part of the college transcript. We personally know quite a few families wishing they had waited to dual enroll their students--especially for foreign language--because doing so compromised their learner's GPA. And, in some cases, being on the President's list (with a 4.0) each semester of the AA has earned students merit scholarship when transferring to an institution to complete the Bachelor's.

For example, several young adults we mentor through annual evaluations decided to complete foreign language credit through dual enrollment. Each of them soared through the first semester, each earning an A. However, the second semester the students didn't fair as well because of the difficulty of the content. In the majority of those learners earned a C, compromising their overall college GPA. 

When our learners hit the high school years, we discussed accelerated credit options with each student. Each had different options to consider due to their varied after high school plans. For our learner who did dual enroll, I am thankful we did not consider foreign language as part of his dual enrollment plans. Why? At the end of earning 60+ hours for his AA, the university to which he was transferring offered him scholarship monies because he transferred to complete his Bachelor's with a 4.0 GPA--hence earning a spot on the President's list every semester. Could he have gotten A's in his foreign language classes at the state college? Possibly. Yet, thankfully we didn't take that gamble. 

Additional resources

If you are a Florida resident, consider this comparison of accelerated learning. 

Parents looking for additional research may want to refer to this article by The National Center for Postsecondary Research.

The decision to dual enroll should not be taken lightly. Each learner is unique in ability and maturity. In addition, some students find it more beneficial to focus their high school years in other directions--perhaps theater, entrepreneurship, or sports. Other learners will need the boost dual enrollment can provide. Dual enrollment is an individual family and learner decision and is worth every moment of research, questioning, and considering. 

YOU can celebrate high school by building and executing a plan unique to the individual learner. 

Just one more reason why

EVERY. MOMENT. MATTERS. 

even in the high school years! 

PSAT: Understanding the Scores

Recently a parent asked me to help her understand the scoring of the PSAT. One of the first questions I asked her was what test her learner took. There are several tests with PSAT in the title (including PSAT8/9 and PSAT10), but only the scores of one test--the PSAT/NMSQT--can be used to qualify for the scholarship. Students usually take the PSAT/NMSQT in the Junior year. There are exceptions to this requirement of which parents should be aware. 

Though we talked about several aspects of the test and scoring, I encouraged her to connect with several reputable sites so she could better comprehend not only the scoring but also the National Merit Scholarship competition. 

First, I pointed her to several online resources which explain the scores of each of the PSAT tests: the Duke TIP identification program, the College Board's explanation of the PSAT8/9, the College Board's explanation of the PSAT10, the College Board's parent tutorial for scoring of the PSAT10, and the Princeton Review's scoring guide. 

Second, I encouraged her to learn more about the NMS competition itself. I pointed her to the National Merit Scholarship Corporation's website where she could read about how to enter the competition.

Third, I encouraged her to look over the Student Guide of the National Merit Scholarship Program. This guide is usually sent to school guidance counselors. Because the mom who asked me about scoring was a homeschooling mom, I knew she would be acting as her learner's guidance counselor (of sorts) and thought the guide would be helpful. 

With these resources at her fingertips, the inquiring mom could find the answers which best paralleled the unique questions she had for her learner. Working with hundreds of parents, one thing I have come to understand is that though there are some general questions most parents ask, parents also ask very specific questions based on the individual circumstances of a learner. Perhaps your questions are both general and student specific.

Be empowered! YOU are your learner's best advocate. 

Should Course Codes Be Used on Transcripts for Home Educated Graduates?

A year ago I addressed a common question, 

"Should homeschooling parents use course codes on home-generated transcripts for learners who graduate from a home education program?"

In other words, To Code or Not to Code. 

The question continues to be asked. This post offers example of the information previously addressed. 

The first step in answering the question is understanding what course codes are and why they are used. I encourage you to read the post. 

After reading the hows, whys, and what fors about course codes are used, do your own research. Remember, high school is not a one-size-fits-all experience--though we often want it to be. Wouldn't that be so much easier, too? 

Home School Legal Defense offers a fantastic resource--A Guide for Homeschooling through High School--which includes a sample transcript. 

Another step in the process of answering the course code question is to compare sample transcripts provided by colleges and universities for home schooled graduates seeking admission--as opposed to private or public schooled applicants.  Interestingly, in the research I have done I have yet to find a college or university which requires or suggests home graduates include course codes on home-generated transcripts. Again, the reason points back to why and how course codes are used. 

To help you in your search, I am including links to colleges and universities which offer sample transcripts  for home schooled candidates seeking admission. 

Baylor

http://www.baylor.edu/content/services/document.php/69395.pdf

Liberty University

https://www.liberty.edu/media/9930/documents/Homeschool_Transcript.pdf

Vanderbilt

https://admissions.vanderbilt.edu/assets/pdf/homeschoolcurr.pdf

Covenant College

http://www.covenant.edu/pdf/admissions/trad/homeschool/homeschool_transcript-sample.pdf

Houghton College

https://www.houghton.edu/admission/homeschoolers/homeschool-curricular-template/

Regent University

https://www.regent.edu/college-of-arts-and-sciences/applying-to-regent-university/the-homeschool-transcript/

Knowing what colleges and universities are looking for on a transcript is helpful when creating this important document. Do research. If the college has a home education admission specialist, set up a phone or in-person appointment. Building your tool chest and knowledge base will empower you as you walk alongside your high school learner into the next stage of learning. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

High School Photography Elective

Several years ago, our daughter began researching camera and announced her interest in photography.

A real interest—one she thought about every day and one that did not go away!

She spent time studying and talking through her ideas; about what she wanted to learn. Being part of a homeschooling family gave her freedom to explore her interest as part of her day—every day—if she desired to do so.

Though I enjoy photography and have a "creative" bent, I admit I had no idea what concepts and skills would be included in a high school level photography course. But she did! Therefore, when she asked me what areas I thought would be included in a photography course, I knew I would have to join in the learning. 

First, I searched the Internet for syllabi of high school level photography courses. Reading, I discovered common threads. This was a starting point.

Second, my daughter and I brainstormed additional content she wanted to learn. For example, she wanted to upgrade her camera. Researching the pros and cons of brands and features was definitely something she could include in her course.

Third, we talked about what real-life experiences could be added: job shadowing, taking pictures of family members, learning and using editing programs, and shooting seconds for a professional photographer.

Clearly, my daughter’s interest drove the learning. I simply had to be open to the ideas and be ready to encourage her progress.

Before we knew it we had accumulated not only content but resources.

Here is a snapshot of the content we developed. 

Course Content

I. History of photography

• the pinhole camera, daguerreotype, Kodak Brownie camera, film development, darkrooms, Polaroid cameras, flash cubes, and flash bars

II. People of Influence

• Joseph Nicephore Niepce, Loius Daguerre, R.L. Maddox, George Eastman

III. Types of Photography

• portrait, children, pets, landscapes, macro, food, nature, architectural, forensic, sport, science,

IV. Parts of a Camera

• parts and components

V. How Cameras Work

VI. Lighting, Shutter Speed, Aperture, Depth of field

• filters

VII. Composition, Color, Contrast, Brightness, Sharpness, and Special Techniques

VIII. Photo Editing

• Photo Shop, Paint Shop Pro, Photo Plus, Pixlr

IX. Analyzing and Critiquing Photography

X. Documentary and Photojournalism 

XI. Famous Photographers and Photojournalists 

• Ansel Adams (another link), Dorothea Lange (another link), Alfred Eisenstaedt

XII. Mounting and Displaying Photography 

• enter photography in contests or county fairs

XIII. Digital Photography

• Using digital photography as graphics

XIV. Photography Careers

• portrait photography, commercial photography, fine art photography, wedding photography, scientific photography, sports photography, medical photography, forensic photography, nature photography, aerial photography, photojournalism

XV. Photography Licenses

• royalty free, rights managed, stock photography

XVI. Legal, Ethical and Copyright

• fair use, buildings protected by copyright, difference between photography for personal use or commercial use, model/copyright releases, editorial photography as a profession in regards to rights and fair use

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The outline above was the jumping off point. Once we had the major areas of study--at least a plan--we could adjust as we went along. YOU can to! Create your own course; your learner’s interest will be the springboard.

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We added experiential learning. Our list of considerations were

• Job shadowing a photographer or interning as a photographer's assistant

• Working in a camera store

• Setting up a darkroom

• Creating a yearbook for a school or co-op

• Working with a blogger to communicate content visually

• Learning mounting techniques.

YOU can come up with a list of your own…with your high schooler’s help!

For learners who appreciate the power of a story, these Living Books may be just the ingredient to bring additional life to the course. 

• Cameras and Courage, Margaret Bourke-White by Iris Noble, Julian Messner biography

• Joseph Pulitzer, Front Page Pioneer by Iris Noble, Julian Messner biography

Likely your learner will have suggestions and ideas.

My daughter's interest led to elective credits, not one but TWO! When she finished these studies, she decided to take an online course. 

Once the interest is sparked, there is no limit to where the learning path may lead. Sometimes it is an elective. Other times the study leads to employment. The possibilities of high school electives is endless! 

If you will be attending Florida Parent Educators Association (FPEA) conference May 25-27, you may be interested in the two high school workshops I have been invited to share: Keeping High School ALIVE with Living Books and High School: Mission Possible. In addition, my husband Mike will join me at the podium to share The Real-Life Influence of Family Conversation and my oldest son and I will present an encouraging session, Thank You, Mom!

FPEA is always a highlight of our speaking calendar. Can't wait to see you there! 

 This blog post is not intended as legal or educational advice. It is our experience and the author recognizes parents have the sole responsibility for the education of their children. Check your state statutes to learn more.

Living Books in High School

When we started our homeschooling high school journey in 2003, I was determined not to leave the learning power of Living Books behind in the elementary and middle school years. 

Living Books belong in high school!

While preparing a workshop I will present at the 2017 FPEA Convention, May 25-27, I decided to give Celebrate Simple readers some quick ideas we used as we incorporated Living Books into high school course content. Our high school learners were greatly impacted by the Living Books they chose. In fact, several titles greatly impacted career choices and life goals.

When we began our high school journey, the first content area in which we incorporated Living Books was history. This seemed a natural choice since we had been using Living Books--biographies, autobiographies, and historical fiction--to accent our history studies in the elementary and middle school years. 

Adding Living Books to our science studies was also a natural fit, especially for learners who had interest in specialty areas or who wanted to dig deeper to learn more about scientists and inventors. As our young adults advanced through the high school years, we branched out into adult and college level materials. 

Reaching our creatives with written materials was a challenge at times, unless the reading was related their artistic gifting or interest. If you find yourself in that quandary, know that you are not alone and that your efforts are worth the time spent trying to find them great, applicable reads.

And, I had to let go of my more rigid definition of what a Living Book was in order to be open to the plethora of possibilities I would  have otherwise discounted.

The power of the story--not my definition of Living Book--impacted the life of the reader. 

What about an athlete who loves to read? How can Living Books be interwoven in a personal fitness or weight training course? And, what about an athlete who would rather play ball than read?

Living Books have the power to pull in even the most reluctant reader! 

Living Books can give life to any subject, if we allow them the opportunity to do so. Recently, one daughter began to lean toward personal growth and leadership materials, while another continued on her pursuit of all things medical. Why not include Living Books in that area, too!

If you are in Orlando over Memorial Day weekend, I would love for you to join me in my workshop, Keeping High School Alive with Living Books, at the FPEA Convention. This workshop will offer insight as to how Living Books bring high school studies to life and influence choices learners make beyond the tassel turning. The workshop will be packed with specific ideas in regards course content, book titles, and life-learning experiences. Hope to see you there! 

Most Popular Posts of 2016

2016 is marked as significant.

Why? Because every moment of our days mattered--the triumphs and the trials. We lived and learned together being intentional about using what was real and relational--from cradle to shingle--toddler to adult. Thank you for walking that journey alongside us! We are grateful for you, our readers! 

As a recap of our year together, I compiled our top 15 posts of 2016. ENJOY! 

The Many Possibilities of High School Success

Just as there are many potential pathways to successfully completing high school--the end result of helping a young adult develop his or her divinely-created strengths and giftings--there are also many different avenues to the young adult's future; the years beyond the turning of the tassel.

If you enjoyed this post, you might also be encouraged by Real-Life for High School Credit: Care and Concerns for the Elderly.

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Preschooling, Naturally

Preschool is foundational for life and learning. In fact, it is during the preschool years that little learners master foundational skills which serve as a base for later learning. More importantly, attitudes and temperaments toward learning are set during the preschool and early elementary years.

If you enjoyed this post, you might also be encouraged by "Let Me Do It!" Helping Little Learners Become Independent

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5 Comments I Don't Regret

Words are remembered, taken with us through our days. This is true for us and it is true for our children and young adults.

If you found this post helpful, you might also enjoy Legacy: Learning Alongside

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The Possibilities of Elective Credits - Part II

When I wrote the first edition (who remembers that first spiral-bound resource?) Celebrate High School I included a sample list of potential course titles--both core and elective. When I published my extensive revision in 2015, I expanded my list based on our experience and the experience of those with whom we work.

If the information in this post was helpful, you might want to continue on and read Part III.

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32 Ways to Learn from Real and Relational 

Some of my children love making lapbooks, others prefer unit studies. Still others learn best when we incorporate field trips into our days. And, our middle and high school young adults? They have learned at co-ops, through online courses, and with personal independent study. 

If you are being intentional about keeping learning real and relational, you might also be encouraged by the practical life lessons (and history!) in this post-- Living History: 30 Questions that Bring History to Life

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8 Skills Children Practice in Puddles

There was much to learn in the puddles. Each learner carried a small fish net, sand bucket or shovel. They were off on an adventure.

Rainy days are natural wonders which intrique little learners. If rain is falling at your house and you are waiting for a safe pause in weather, try this indoor art activity--Torn Paper Rainbows

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Grades...In High School

"How do I give grades in high school?"

If designing a transcript is your next step, this post may be helpful--Transcript Matters

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Using 4-H for High School Course Content

"Our high school learner is very active in 4-H. Can we use any of what the student is doing toward high school credit?" 

If you have middle school learners and are wondering how you can help them manage time, organize belongings, and pursue interests, this post--Magnificent, Make-A-Difference Middle School--might be helpful. 

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Preschooling, Intentionally

Learning is the natural outcome of everyday living, especially for little learners. With a few intentional questions here and a purposeful explanation there, preschoolers can learn naturally from walking alongside older siblings and significant adults. Through everyday experiences, preschoolers gain a jump start to mastering foundational cognitive, social, emotional, physical, and spiritual life skills.  By the time the young learner blows out six candles on the birthday cake, significant progress toward mastery of foundational skills has likely been made.

If you are seeking ways to help your little learners do what they can, 3 Things They Can DO on Their Own, might be helpful. 

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Living Books and Independent Studies

An interest evolved into an independent study, a year-long learning adventure. 

Science--especially animal science--is particularly interesting to little learners. If you have little learners with a zest for all things living, check out the book list in Vintage Science Readers for the WIN! 

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Nature Adventures Made EASY- A Glimpse into Part of Our Day

Ten minutes later, peering out the bedroom window to check on the adventure, my heart smiled--three little learners discovering, wondering together. Co-laboring in learning. 

Looking for a way to learn math outdoors, in nature, where children crave? Check out Math Adventures!

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Using Living Books in High School for Credit

We have used several approaches to formulating classes based on strengths, interests and the future plans of the young adult.

Interested in earning credit for writing college essays? This post--High School Made Simple: College Essays for Credit--might offer some insight. 

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SIMPLE Prepositions for Little Learners

Keeping early learning active and fun!

Picture books can encourage learning. Read Aloud to Foster Counting Skills lists some of our favorite math picture books. 

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Intentional Cursive Handwriting

Oh yes, there is good reason to teach cursive, teaching correct strokes and rotations. Proper letter formation does make composition easier. However, once initial instruction is complete and letters are formed properly, practice begins. Practice.

Interested in hands-on, real-life, spelling activities? This post--What About Spelling?--has lots of practical ideas. 

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Helping Learners Foster Strengths and Interests

A trip to the electronics store. I was hoping to go alone. You know, time to enjoy quiet; time to think without questions. After all, it is ONLY the electronics store. 

If this post made you curious about interest-based learning, The Benefits of Interests: Motivating Learners, may answer a few more questions. 

Want to know more about how your days can be intentional, real, and relational? Click below to sign up for the Celebrate Simple Newsletter. 

The Many Possibilities of High School Success

Tis'  the season for future thinking and college applications.

This season can also be a season of disappointment and frustration.

Seeing Facebook posts of acceptance letters and appointments, I can’t help but think of the high school young adults pondering a future which doesn’t include dorm room decorating and walk-on athletics. These young adults--though they may have worked very hard--may feel unsuccessful, even second-class due to the individuality of their next steps toward the future. Hence this season—a season most people associate with celebrations—can be time of awkwardness and discouragement.

But it doesn't have to be!

When we open our eyes and hearts to other possibilities--alternative, but no less significantly successful high school journeys and culminating celebrations--young adults have innumerable opportunities which may be better suited to their strengths and giftings.

Acceptance letters are not the sole means of successful transition to a young adult's future. 

Just as there are many potential pathways to successfully completing high school--the end result of helping a young adult develop his or her divinely-created strengths and giftings--there are also many different avenues to the young adult's future; the years beyond the turning of the tassel.

The Scholar. Scholars are not just learners; they are specialists--continually seeking to dig deeper in a specific area of interest. There is an aptitude for learning and time is made for accelerated or advanced degrees. In addition to researching and fulfilling the college entrance requirements for the young adult's top university choices, honors courses, dual enrollment, CLEP/DANTE/AP testing, and discussions or networking with professionals in the field of interests may also be helpful. 

The Entrepreneur. Ideas. Strategy. Product analysis. These young adults grew up dreaming of starting a business and in fact may have started one or several during the middle or high school years. Young entrepreneurs may benefit from connecting with successful entrepreneurs as well as with other entrepreneurial-minded peers. In addition, these young adults may spend time at the library or online reading current issues of business magazines-- Inc., Entrepreneur, or Fast Company--or reading small business blogs. Consider looking for local opportunities where the entrepreneur might be able to attend small business seminars or entrepreneurial events.  Job shadowing a business owner or two might be another consideration as well as offering time in the day for the young adult to research successful business practices, managerial/leadership qualities, and marketing or growth strategies. Some high school learners find having a mentor helpful. Having had two entrepreneurial/business-minded young adults, these were helpful resources for our learners. Entrepreneurs may or may not decide to pursue post-secondary education. 

The Athlete. Most little leaguers dream of the big leagues--the pinnacle of achievement for athletes. In fact, we've known athletes who played through elementary and travel sports to high school athletics hoping to fulfill this dream. Some athletes indeed did move on to more competitive collegiate play. Others decided to hang up the cleats after their senior year. For young adults who desire to pursue sports after high school graduation, special attention to the new NCAA requirements is a must. Though an athlete may choose a college outside the NCAA, staying up-to-date is wise. Plans change, sometimes last minute and eligibility is dependent on completion of specific courses. Having had three athletes, we never wanted to short change a student-athlete. In fact, all three took different paths; none ended up playing collegiate sports.  In addition to action on the field, we have known learners who read autobiogrpaphies and biographies of athletes they admire for high school credit. Possibilities include A Life Well-Played (Arnold Palmer), Through My Eyes (Tim Tebow), Out of the Blue (Orel Hershiser). One of our athletes enjoyed Between the Lines: Nine Principles to Live By and The Mental Game of Baseball.

The Creative. Creatives see the world differently--in words, colors, graphics, texture, line, or shapes. These young adults think outside the box and craft from incredible minds. Hence, their paths through high school might include preparing a portfolio, building a client list, visiting studios and exhibitions, experimenting with media, shooting thirds for a photographer, writing copy for publication, working at a hobby shop, creating art for a gallery, volunteering time to create graphics for church media or publication, or selling stock photography. All of these experiences may become part of their high school course work, and the contacts them make along the journey may provide avenues for employment after graduation. The Creative may decide to attend an art or music school, open a studio, spend time with a master artisan, or start a business. Many of these experiences make great activities for elective credits. Post-secondary educational experience may or may not be part of the Creative's future. 

The Apprentice. Apprenticeships offer hands-on, experiential options to young adults who need to learn from masters or professionals in a field of interest. Though apprenticeships are not as popular as they were years ago, apprenticeships offer on-the-job training--and often some classroom instruction--for young adults interested in highly skilled work in healthcare professions, engineering, manufacturing, culinary arts, telecommunications, trades (welding, electrical, carpentry, plumbing), and service careers. The apprentice may train under a skilled craftsman, trained healthcare worker, or licensed professional to learn essential skills important to a particular job. Time devoted to apprenticing can vary to up to four years. Some apprenticeships may require certain math and science high school course work or required scores on HSPE (High School Proficiency Exams). 

The Intern. Internships are an excellent means by which young adults can investigate career fields of interest and learn new skills. Internships can be formal or informal, part-time or full time, paid or unpaid, but are generally offered by an employer or institution for a specific amount of time. Most are considered entry level. Although university internships were traditionally offered to undergrad or grad students, there are colleges who open internships to high school students. Research the availability at local universities, as this is a growing trend. For a hands-on, experiential learner, an internship might be an excellent next step. If interning seems like a good fit for your young adult, consider the points made in this US News and World Report article. 

There is great possibility several paths and means will overlap. For example, the Creative may also be the Intern, learning alongside or assisting a concert musician, graphic artist, or professional photographer. And, the Intern may also be the Scholar, gaining cutting-edge skill in a science or engineering field. 

Remember, these are not the only possibilities for today's young adults. Just as all young adults are unique, so will be their high school paths and future plans. Not every high schooler will follow the same learning route, nor will they have the same next right steps. With a changing economy, growing knowledge base, and evolving ability for satellite employment, there are ever-growing career opportunities. 

I wonder what those will be for our young adults?  

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

The Possibilities of Elective Credits: Part III

How are elective credits documented?

The answer to this question depends on your state's home education law as well as what college or university choices find their way on your learner's "top ten" list. Your family's record keeping methods will also factor into answering this question. This was definitely the case for our family.

For our family, if a learner has a distinctive interest or an extraordinary gifting--something they naturally spend a good amount of time researching and learning (for us 75 hours for a half credit and 120+ hours for a full credit)--we count if for credit. I personally do not label or flag courses as core or elective on our transcripts (I do however flag dual enrollment, CLEP, or courses taken at other accredited entities). Too many colleges access transcripts differently to flag core and elective courses. What one considers a core course, an academic elective, or an elective another will classify differently. 

As a learner is actively involved in the the learning process, I keep a bullet point list of the concepts learned or experiences completed on a digital document. From that bullet list, I can write an accurate title and course description should we need it for university admission or scholarship applications. Once the course is complete, I add the title, grades, and credit to the transcript--a one-page snapshot of the young adults academic record.

Elective courses often set one young adult learner apart from another, especially if potential applicants have similar, cookie-cutter type elective credits. 

What strengths, interests, or giftings do your learners have which might equate to credit. Some of the courses our learners have completed include Care and Concerns of the Elderly; Drafting and Drawing; Competitive Gaming; Business and Entrepreneurial Principles; Introduction to Early Childhood Education; Nutrition and Health for Disease Prevention; and Interpersonal Relationships. These off-the-beaten-path have proven to give our now adult children life skills they may not have received otherwise. 

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Life skills + high school electives = WIN! for preparation beyond the turning of the tassel

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This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children.