October 10, 2016

Transcript Matters: Courses Taken in Eighth Grade

October 10, 2016/ Cheryl Bastian

Time to answer another commonly asked question.

"Can we count courses completed in 8th grade for high school credit? And, how do I document them on the transcript?"

If you are asking these questions, you are not alone!

First, to answer the first question.

Yes, by all means you can count eighth grade classes for high school credit as long as doing so remains in the bounds of your state's homeschooling statutes. On this homeschooling journey, parents are able to make these decisions (again, based on their state statutes). However, you should know the hows and whys of the decisions you are making. You may be asked to substantiate your rationale as I did for one of the colleges to which one of our graduates applied.

As with many things, be ready with an answer.

When we make the decision as to whether to count an eighth grade class for high school credit, I always ask myself,

"Is the content of the class considered high school level or above?"

If so, I count the credit.

Now, for the second question,

"How do we include eighth grade courses on the transcript?"

I include eighth grade, high school level courses, on our young adult's transcript. I note the academic year, course title, grade, and credit received. The format I use is highlighted in the box below.

I include the specifics on a course description document. Click here if you need more information on course descriptions.

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.

September 28, 2016

College Admissions for Homeschoolers Part II: Admission Must Haves

September 28, 2016/ Cheryl Bastian

"Must haves."

I know, sounds determinate, like "if you don't do this you won't get in." But stick with me.

I'm not telling you what to do. That is not the point of this post.

And, there's no way for me or anyone else to tell you exactly what to do for your high school learner. Only you know your student or his or her unique circumstances.

The purpose of this blog post is to share current information so you can be intentional; equipped to make informed decisions for your high schooler. As a mom who's walked the high school path with four very different young adults and an evaluator/consultant who has worked with many families, I understand what works for one student may not work for another.

However, like it or not

there are definite items colleges will request of all their applicants--public, private, and homeschooled.

Knowing what those items are offers applicants opportunity to prepare and to keep paperwork current as courses are completed, hours are served, and achievements are made. I have learned from experience that although we homeschoolers like to dig our heels in the sand and stand our ground (thinking we should or shouldn't have to deal with certain admission requirements), our dug in heals may leave us stuck with little or no options.

Test Scores. Like it or not, most universities with a traditional mindset still believe testing helps validate grades on a transcript. Many colleges believe that test scores are especially important for home education graduates because their educational environment is potentially less standardized than traditional public or private schools. On the other hand, some universities are moving toward test optional scenarios (as stated in this Washington Post article). Stetson University is one of those schools.

Stetson University, a test-optional school states

“Stetson University values academic achievement, commitment to personal values, leadership, talent, character and initiative above standardized testing. Therefore, submitting standardized test results for admission consideration is optional. Score-optional consideration is an alternative for applicants who feel that their test scores don’t adequately reflect their level of academic achievement and/or accurately predict their potential. ”

— Stetson University website

Though some schools are now test optional, others are not. Still others offer the applicant to make a choice based on his or her strengths. Homeschooling parents find It best to research and then prepare to meet the testing requirements for colleges of choice, if test scores are an admission must.

Knowing test score expectations allows a young adult to be prepared, to choose a specific test from the options, one which will best complement his or her strengths, and then to study for the special characteristics of that test. Some colleges have the same test score requirements for public, private, and homeschooled graduates. Other universities have stricter standards for homeschoolers and even require additional SAT Subject Test scores.

Emory University has specific test score requirements for homeschoolers. According to their website,

“The Admission Committee is happy to receive applications from home-schooled students. In addition to meeting all admission requirements and submitting the required results from the SAT or ACT, we ask that a student who has been schooled at home submit results from three SAT II subject exams—one in mathematics and two of the student’s choosing. Additionally, we require at least one letter of recommendation from someone other than a family member. We also encourage home-schooled students to submit a comprehensive explanation of their curriculum.”

— Emory University website

University of Notre Dame also requires additional testing.

Grades. Universities like grades. Again, this is a traditional educational evaluation method used to place (at least in theory) public, private, and homeschooled graduates on the same plain (whether you agree or not). Knowing whether a college prefers unweighted or weighted GPAs is another aspect of grading with which parents should become familiar.

Grading in high school doesn't have to be scary. Check out my detailed blog post Grades...in High School. I highlight how we graded some of the most traditional and the most unique courses of our high school journey.

Transcripts. This is another traditional requirement for the applicants and perhaps the most stressful for homeschooling parents. Hence, why some homeschoolers will argue this document is not necessary. However, a large percentage of colleges and universities will have this requirement. Some colleges including Wheaton College, are offering a transcript template on their homeschool admission page. Again, preparation can combat fear. As you build your understanding of transcripts, consider:

Most universities want this document on one page; neat, concise and eye-appealing, easy-to-read.
The majority of colleges are looking for variety--in content and format. In regards to content, many universities are eager to see depth and individual interests. An unique interest for a student applying as a veterinary medicine major might be Introduction to Veterinary Medicine. Schools will also be looking for the specific courses they require for admission, for example Biology. Class format is important, too. Universities want to know your student can learn and interact in traditional, online, seminar, and hybrid courses. This is why lab sciences and foreign languages are often required for applicants. Overall, they are looking for well-rounded students who will impact their campuses.
Some universities require 16-20 core courses for admission and will offer suggestions on their homeschool admission pages as to what courses they are looking for. Wheaton College is one of those universities.
Be sure the transcript you create contains the information requested by the colleges to which the student is applying.

University of North Florida requests a transcript containing the standard information required of all applicants, including home educated graduates.

“Home school students must submit transcripts indicating course title, semester, grade, and awarded credit for all academic courses. Official SAT/ACT scores and official transcripts from accelerated mechanisms are also required.”

— University of North Florida website

Letters of Recommendation. These documents are required of all applicants, public, private, and homeschooled. And, for some universities, this is the second most important documentation on behalf of the applicant. Letters of recommendation are especially important for the home educated applicant as they offer an unbiased perspective of the student. In other words, though the parent may act as the guidance counselor and write a letter from this position, the university will want a glimpse of the student from a source outside of family. Often a youth pastor or instructor from a traditional setting--online, co-op classroom--a coach, or an employer can offer the information a college is needing. In addition, some colleges will have specific guidelines about who they want to write a letter (clergy, employer, coach) as well as when the letter must be written (an instructor from the student's senior year). Not all colleges require specifics letters to be written, but when they do, be sure to follow their guidelines.

For example, when our first son applied to highly-selective universities, one of the schools required a letter of recommendation from an instructor during the senior year. Though my son had had teachers in previous years through local co-op classes and individual instruction, his senior year courses were taken mostly through home study. However, he was finishing up a second year of Spanish online. I called the university and asked if a recommendation from his online teacher would be acceptable. They agreed, though I wondered how she could even write a recommendation having never met our son. Her letter focused mostly on his work ethic, academic ability and integrity, and timely assignment submission. All good points none of his other letters addressed.

Princeton University explains what is important for applicants to consider when submitting recommendations.

“It’s most helpful if your teacher and counselor references come from three different adults who can comment on your intellectual curiosity, academic preparation and promise, and extracurricular involvement. Some home schooled applicants ask a parent to complete the School Report, and they ask others who have known them in an academic context to complete the teacher references. If you have taken any high school or college courses, or had a teacher other than a parent in a particular subject, we encourage you to ask those professors or teachers to write your teacher references.”

— Princeton University website

When our high school students ask mentors, supervisors, or instructors for letters of recommendation we encourage them to follow up with a note of thanks and gratitude. I outlined that process in a blog post, The Thank You After the Letter.

Interviews. Nine years ago when our son began to receive offers for admission and scholarship, interviews were essential if the student intended to accept a Presidential scholarship. Today however, interviews are becoming more popular for admission. Interviews provide a chance for the student to talk about his or her achievements and aspirations as well as offer an opportunity to exhibit proficient communication and interpersonal skills. College personnel want to know what value the student will bring to the campus. Rice University is one university which recommends a personal interview.

Additional paperwork may be required. Research each college. Determine what types of documentation each university is requiring. For example, St. John's College asks applicants to write an essay for admission. And, Vanderbilt University suggests student submit an optional curriculum chart. Arizona State asks home educated students to submit a lab sciences evaluation. Though a first reaction may be frustration--as it was for me when I had to write essays about our educational methods and grading system--it is wise to step back, breathe, and take a few minutes to ponder the request. After a thirty second pause, the request may not be as bad as first perceived.

In our situation, though I was initially discouraged that our son's top school required me to write essays, once I started the process, the pondering of our home education methods was beneficial and indeed helpful for us as a family. I was reaffirmed that indeed we had worked hard together and our son was extraordinarily prepared for his next steps. In the end, that school offered our son a Presidential scholarship, four full years paid tuition.

Once we know what will be required for admission, we can get down to the business of creating the documents and records we need. We'll take a closer look at specific admissions paperwork in the next post.

September 27, 2016

Grades...In High School

September 27, 2016/ Cheryl Bastian

How do I give grades in high school?

This is one of the most common high school questions I'm asked.

Often the question is asked with a perplexed, overwhelmed facial expression and clinched teeth.

Rest easy! Grades don't need to cause stress.

The high school years can bring out fears we didn't know we had. Like grades. Parents versed in grade giving in the elementary and middle school years stop suddenly, wondering if there is something different they need to do. Others, parents who have never given grades, panic wondering if there is some secret to this "language".

Grading traditional objective work. I term traditional objective work as math problems or a chapter review in history. It is an answer-the-question, get-the-answer right-or-wrong, type of assignment. These assignments are objective, either right or wrong. There is no room for opinion or comparison to a group.

Grading traditional subjective work. These are assignments like essays, where opinion may play a role in the grade given. These grades can be a bit more difficult to assign. For these types of assignments, I prefer to use a rubric--a chart which states specifically how the assignment will be graded, what will be expected, and what point value will be assigned to each part of the assignment. Rubrics have been valuable to our family for traditional subjective work. The one I used when teaching a high school English course is available here for free download.

Grading non-traditional course work. There have been some courses along the journey with four high school learners for which there were no right or wrong answers, no percentages, and no rubrics. Some parents may call this a pass-fail course. Other parents call it a completion course.

When our son built an 8 foot x 12 foot shed (insert miniature house with plans he drew and had certified by an architect) as part of his Eagle Scout project, the final grade was determined by whether or not he received a certificate of occupancy from the city. In addition, we considered his character and work ethic proven by his communication with sub-contractors, leadership of older scouts, and his ability to progress through the project, meeting permitting deadlines toward his grade. As the parents conferring the credit and grade for this course, we felt his work definitely warranted an A, which was reflected on his transcript for the course Introduction to Building Construction.

We've had other courses which were completed and best described by an adjective. These courses were again subjective, based on conversation or other non-definitive evaluative methods. Our students knew the adjective grading scale, hence knew what was expecting in terms of work ethic, attitude, or performance. Having such an adjective scale also allowed me to not only have a measurement tool in my mind (and in my student's minds) but also to be able to explain the grading for such courses to college personnel or employers, should they inquire. Courses we've graded in this manner included Music Theory and Performance, Care and Concern for the Elderly, and Art Appreciation. There were no tests or objective grades in these courses, no written papers. There were however, performances and lessons, conversations with elderly residents and medical professionals, visits to unique art exhibits or museums, and attendance at music competitions and professional dress rehearsals. Conversations and dialogue followed, critiquing performances, comparing and contrasting venues as well as art pieces. In addition, video texts and tutorials were utilized. Our adjective scale, which is published in my book Celebrate High School is:

A - Exceptional, Excellent, Extraordinary, Superior

B- Commendable, Praiseworthy, Above Average, Credible

C- Adequate, Average, Usual, Ordinary

D- Minimal, Fair, Insufficient, Lacking

Grades in high school don't have to cause undo stress.

Even after fifteen years of research and twelve years of actively educating high schoolers, I remind myself grades are what educators and professionals know. They are a necessity along the high school journey. What college administrators and employers don't know is the academic abilities of my student or the caliber of study he or she has completed. Grades are a standardized means by which to express our student's accomplishments, especially the non-traditional--and often most valuable--experiences our learners have had the opportunity in which to partake.

As parent educators, therefore high school guidance counselors, we must find and use the grading means by which the student and the accomplishments can be accurately represented. And in doing so, with the encouragement of one another, we can provide grades for our high school learners.

WE can do this!

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