UWGPA 3.8 including BBCCCDD - what options are eliminated by these 3 C's and 2 D's?

[JKingNJmomOF2]

or if the Cs and Ds were final year grades or a grade for 1 quarter or 1 semester of a class that was averaged into a higher final grade, which makes a major difference. I am confused at the way OP lists stats.

[MYOS1634]

I brought up 2E not as a diagnosis but as a question. I don’t think anyone attempted to diagnose a child through an internet post.
However, highly gifted kids develop coping mechanisms and parents don’t necessarily know EF or ADD can coexist with giftedness. Perhaps this family does. But perhaps they don’t.
It’d be a very good idea for OP to know whether their daughter needs specific help for Add, EF, or anything else, or not - and to get it while in HS if needed.

[SJ2727]

@MYOS1634

However, highly gifted kids develop coping mechanisms and parents don’t necessarily know EF or ADD can coexist with giftedness. Perhaps this family does. But perhaps they don’t.

We were in a similar situation and if not for the excellent counseling team at C26’s school may not have realized what the issue was, or may have taken much longer to do so. There is clearly “an” issue if the student is falling behind on not handing in assignments that affected their grades to that extent, and whatever that issue is needs to be dealt with before they go off on their own to college where the only supports are going to be the ones they actively seek out - and they need to know which ones to seek.

[Bill_Marsh]

The OP came here to get a very specific question answered, to get opinions on what impact her grades would have on her being accepted at MFN colleges. Regardless of how fascinating the other issues might be, they’re not the question that’s being asked by the OP.

[SJ2727]

@Bill_Marsh

to get opinions on what impact her grades would have on her being accepted at MFN colleges

And it may make a difference to be able to say “this is why this happened and the issues have been addressed”, whether by the student or the counselor.

[Lindagaf]

Combined with two D’s, IMO, yes.

[blossom]

OP- in my opinion, no options are “eliminated” per se. I think you guys need to clarify what your D is looking for in a college education– and then tailor the application strategy to that.

I don’t exactly understand what the transcripts will show, and I’m a little unclear as to why your D got derailed. But I think it’s worth abandoning the “She was so advanced and then we don’t know what happened” narrative for now. Make a plan that works for the actual kid you have- not that kid that was accelerated, getting top scores early, etc.

I think a sit-down with your D- “What are you looking for in a college and how can we all make that happen” is the next step. Maybe she’d rather move out and explore an option that you think is “not as good” as the local U. Many kids prefer that. Maybe she wants to graduate and take a gap year, get a job, spend time in a non-academic setting before jumping back into a competitive and rigorous academic situation- many kids want that.

But figure out what she wants before you start crossing options off the list. So many unanswered questions here.

And for the record- there ARE kids at generous need-based colleges who have gotten C’s and D’s. But the narrative “the work got too hard too quickly so she stopped handing in assignments” won’t get you there. Which suggests to me that the D hasn’t been onboard with the “plan” throughout. The passive aggressive approach to a rigorous curriculum suggests that the D may have other aspirations than those that the parents have been assuming.

The D will have her AA (if I’m reading this correctly) by the time she graduates HS. What about putting a pin in all the college talk and just figuring out what kind of job she can get with her AA now- do that for a year– and then figure out next steps? NOT taking classes- just getting a good old fashioned job- is going to preserve her freshman status when she does apply to a four year U, which will mean more generous financial aid is likely.

[Mjkacmom]

I received my certification in special education before my kids were born, and knew enough with #2 (and my husband) to recognize ADD (son started medication at 12). I did not know about executive function issues when he was in high school, fortunately his counselor did. What a mess. My very well educated sister recognized ADD with one of her sons, but didn’t know about executive function until it was brought to her attention with his evaluation.

[Franklynn]

I think the student needs to choose schools that are less selective. I didn’t phrase it very well.

[heavyweightcollege]

@JKingNJmomOF2

or if the Cs and Ds were final year grades or a grade for 1 quarter or 1 semester of a class that was averaged into a higher final grade, which makes a major difference. I am confused at the way OP lists stats.

same issue among others

[SJ2727]

This context from an earlier post (Feb 24, so before the sophomore year issue) from OP provides further insight:

@BrownRiceS24D27D29

D27 has been at virtual charter for grades 7-9, doing mostly HS courses since grade 7, and DE in grade 9, and she’ll switch to selective public to build on that, with plenty of rigor up to college sophomore level. But she’s taking no English course in grade 9! She took the first two required HS English in grades 7-8, and (because reasons) the third in grade 9 would have been redundant, since it wouldn’t advance her a level, and wouldn’t contribute to HS graduation, and she’ll have enough English later (5 in 6 years). Would colleges really disqualify her for no English in grade 9, when overall there’ll clearly be more rigor than most people have?

IMO it does underline that a better understanding of what courses the OP’s daughter has completed as well as the grades in them will help in answering the questions here.

I’m still stuck on the lack of response to the remediation questions. I know not all schools are as rigid as the California publics and I don’t think we yet have any idea what state OP is in, but the apparently unremediated Ds in core humanities classes concerns me.

[blossom]

I’m concerned that the family’s approach appears to be that if a class doesn’t “count” (for advancement, for graduation) it has no value.

Taking English consistently from first grade “language arts” to senior “British Lit” or whatever the options are is the way to develop strong writing, analytical and other communication skills. Raising your hand in class to offer an opinion on “Is Animal Farm satire or prophecy” or pushing back when a teacher states “Pride and Prejudice is the first truly feminist novel” develops skills that are hard to develop by self-studying, even if the self-studying follows the AP curriculum.

For other people reading this thread- there’s a reason why the “here’s what we suggest” section of a college’s website doesn’t vary much from college to college. Algebra is important even a kid doesn’t plan to EVER “solve for X”, and English is important even if a kid plans to study biochemistry.

[SJ2727]

I think clarity on whether or not English was actually done in 9th is important. Again, I know not all schools are as rigid as the CA publics, but these neither count courses other than math or LOTE before 9th or admit on an unremediated D in a core a-g course, so if this progression is indeed as stated it would not get OP’s daughter admitted to even the least selective CSU.
(And cal poly SLO’s infamous 5 English courses recommendation implies that even with advancement in middle school, there should be at least 4 English courses worth doing in high school.)

All that said, without more information forthcoming from OP I don’t think this thread has enough information to give a properly considered answer to the question.

[tsbna44]

@SJ2727

All that said, without more information forthcoming from OP I don’t think this thread has enough information to give a properly considered answer to the question.

Hence why the student should cover all bases from meets need selective to non- selective hitting the budget (like Central Michigan or W Carolina) and a Tulsa given the NMSF and others if somehow NMF.

The student might also take advantage of the AA to knock a year or two off so the budget can go up and open up more choice. In CA, the student can also take advantage of WUE - maybe a school like UNM works.

There’s really no way to understand via this or the other thread I just read - so I’d be hitting all possibilities and cross your fingers.

[MMRose]

I am concerned that the academically rigorous colleges will see that she does well in a virtual charter and not in a rigorous brick and mortar and conclude that she won’t do well in their rigorous, physical environment. If I was the OP, I might try to anticipate and address that concern if possible —regardless of the AP scores she earned from the virtual charter.

[SJ2727]

@tsbna44

There’s really no way to understand via this or the other thread I just read - so I’d be hitting all possibilities and cross your fingers.

Which is a logical response to the lack of information, but if OP would answer the various questions posed he would get more finessed and relevant responses rather than a “spray and pray” approach.

[tsbna44]

Yes I never understand those who come for advice and don’t give themselves that opportunity by providing info. I’ll never know who they are no matter the info they provide.

[SJ2727]

@MMRose

I am concerned that the academically rigorous colleges will see that she does well in a virtual charter and not in a rigorous brick and mortar and conclude that she won’t do well in their rigorous, physical environment. If I was the OP, I might try to anticipate and address that concern if possible —regardless of the AP scores she earned from the virtual charter.

Just thinking out loud - if she does well online maybe that’s an option - ASU for example offers online options for most of their degrees (however, they also require 4 years of high school English and it’s not clear that this student meets that with the information we have.)

[tsbna44]

Thinking of budget constraints as you mention ASU, work at Starbucks and you might go for free. Target offers something similar I believe.

I don’t think this is what they seek but it is a possibility.

[MMRose]

She could double up on English her senior years. That’s what one of my kids did because that’s how his schedule worked out. He didn’t take English in 11th so he could take something more important to him but took two English in 12th grade and that was fine with the colleges.

(The fact that he never took geometry in either middle school or high school because he jumped straight from integrative math in 9th to calculus at a community college and then went on to advanced math in 10-12 however WAS an insurmountable problem for some of the UCs and we didn’t know it was an issue until it was too late to address. Apparently geometry is the only class that higher level math can’t address in the UCs—at least a few years ago)!