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!

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)

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!

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.

What Much Time Do You Spend on High School Subjects? Part 1: Learner and Subject

Several parents asked me recently, 

"How much time does your learner spend on one subject?" 

There is no clear, cut-and-dry answer to this question. Answers depend on the learner as well as the subject. This has been true for our learners as well as for many learners we know. It also depends on how a learner prefers to schedule his or her day. I will talk about that in part 2. 

The learner. It's no surprise that learners take in information differently as well as at different rates (and that doesn't change in high school). What takes one learner thirty minutes to read will take another learner an hour. Add the factors of listening to audio materials or whether or not a learner values the content and there are yet two more variables to consider. 

The subject. Content matters. Again, there are many variables to consider. If a course is traditionally a one-credit course; for example, Algebra 1 or Biology, the course is written with the assumption the student will spend a minimum of one hour of study and instruction, five days a week. Lessons and content are formulated with the Carnegie unit in mind. 

For non-traditional or elective courses, The student's interest in the content is one factor which can increase or decrease study time. Interest in subject increases rate and retention. On the other hand, interest in a subject may also propel a student to dig deeper in and spend more time in independent study. Instructional level of the material also plays a role in calculating how much time to spend on a subject. If the content is presented at a level higher than the instructional level of the learner, time needed increases. 

Learning time varies greatly dependent on the learner and the subject, even in high school.

There is a general rule of thumb (read guideline) used to determine time spent on each subject. It is based on the traditional high school credit standards.

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A one credit course (like math, English, social sciences, and science--even some electives) will require 45 minutes to 1 hour of learning each day--for a total of about 5 hours per week.

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We have experienced this difference first hand. One of our learners naturally spent one hour per day on each of his core subjects. He preferred learning on that schedule. On the other hand, another learner naturally liked a block schedule. He would spend 3 hours on biology one day and 2 hours the next. Still another one of our learners learned in chunks. She spent great periods of time learning all she could about one topic. Each of our learners transitioned very well to life after high school. 

Let's say a high school learner is taking college courses while in high school--dual enrollment. The student and content variables remain important, yet there is a different recommended guideline to study time. 

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For every one credit hour enrolled, a student will spend approximately 2 to 3 hours studying outside of class time. Therefore, taking three credit hours (generally one course) will equate to 3 hours in class and 6 to 9 hours of outside study time. It will follow that taking twelve credits of courses (generally four courses) will equate to 12 hours of in class work and 24 to 36 hours of outside study time. 

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As you look forward to this next learning season, consider the important factors of both learner and subject. Part 2 of this series will focus on scheduling. 

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. 

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