I count 10+ very confusing pieces to this profile/story (excluding these) and am reasonably sure that in 20 minutes with OP little would be confusing. The reasons for virtual high school will be typical, reasons for leaving and going to regular (not some crazy competitive one btw) high school will be typical, and reasons for going back to virtual will be straight up the middle, too - among other things.
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Typical or notâŠ. the reasons change the advice that most of us would give. I know kids who have done virtual HS because of a bullying situation. In that case, Iâd want to make sure my kid had the social skills to navigate an âaway collegeâ (whether it was âprestigiousâ or not, whether it was generous with aid or not) before I got too far along in the college picking process.
I know kids who have done virtual HS because they had been accepted into the junior corps of a ballet company. So that kid needs to make sure they have access to the kind of training, instruction, practice, fellow dancers.
And I know kids who have done virtual HS because of a chronic illness that required lots of flexibility. And it goes without saying that in this situation, Iâd be talking to my kids medical team about the feasibility of moving away from home, NOT a bunch of strangers on the internet.
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Absolutely⊠and those are all typical.
Anyone willing to give advice, given the shared information, is far from qualified to give the advice.
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I think the first sentence, bolded above, speaks right to the point. Unless someone sits on the admissions committee at a particular school, how could anyone know if her lower grades eliminate her from consideration? The schools say they do holistic admissions, but time constraints tell us that they can only spend about 5-10 minutes reading each studentâs folder.
My nephew was eliminated from consideration at Fordham because of a single D in 9th grade despite the fact that he was a legacy and had an older sibling who was a student there. So, clearly some schools will eliminate based on a bad grade or two rather than looking at the big picture. But will everyone do that? No way of knowing that.
All you can do is give it your best shot an wait to see what happens. Which is what seems to be your plan. With State U in your pocket as a safety, I think you have a good plan.
ACT 36 was at the end of grade 8.
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Yes, the grade 12 plan could be called âconcurrent enrollmentâ, so in 2026-7 sheâd be officially in grade 12, not yet officially graduated from high school (even though course requirements would be done), and taking regular on-campus courses at NearbyStateU. (This gets college credit, and maybe also high school credit.)
When I said (ambiguously?) âIs this true?â I wanted to also check, does this plan preserve her status as an incoming 1st year applicant to colleges, which as stated is more advantageous than having to apply as a transfer. My understanding was that college coursework taken before high school graduation, does not turn one into a transfer.
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Generally, college coursework taken by a HS kid preserves freshman status for the purpose of financial aid. But itâs worth a quick email to confirm for any college your kid is interested in. In my own state there have been situations where a kidâs dual enrollment has had a kid already qualifying for sophomore status when applying for college and Iâve heard through the grapevine that this can be problematic. So too many credits is perhaps risky. But the typical 2-3 DE class load is likely not an issue for financial aid. Whether your kid gets credit or not is a different question.
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She was at the selective public for all of grade 10, and all sub-A grades were from that time.
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You would need to ask each college. They are all different. Having an Associates alone might cause challenge. But in this case, you are physically enrolled at the school.
But thatâs where having an associates might save you one to two years of tuition and thus increase what you can afford.
The most selective schools likely meet need for âallâ students.
But this is a question to ask each college of interest. Their websites may provide answers too but if not, send an email with a clear question, and see what they say.
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Curious if he did credit recovery/remediation for that grade?
OP has not addressed the question whether his/her daughter will remediate the Ds in core humanities.
He did not.
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Thanks, both, for these perspectives. On the one hand, a clear case of rejection for a single bad grade. And I found online similar cases of rejection from NMF (maybe even a couple of Câs was grounds for NMF elimination). On the other hand, maybe we canât be sure thereâs zero chance in any particular case.
So I thought when I asked essentially , âJust based on 3Câs and 2 Dâs, in the absence of any other information, for which colleges/scholarships would just this grade information in and of itself, be absolutely disqualifying?â I thought we might get some definitive answers, and simplify the college list by eliminating utterly futile possibilities, maybe even narrow the list down to one. If I was âfishingâ for any kinds of answers, it was for answers saying âNo, there is absolutely zero chance at XYZ so you can save time and effort by not applying, and you wonât have any regrets later wondering if maybe you should have applied just in case, because itâs utterly futile to apply.â There were some answers somewhat along these lines, and itâs clear that the grades have done serious damage to D27âs prospects, and itâs easy to imagine someone looking at an application, seeing the grades, and instantly deciding to reject (even if they look at the rest of it). But I was hoping to get to the point of totally crossing some things off the list, with no regrets that we were giving up on some small non-zero chance.
But I still invite people to say, we can definitely cross XYZ off the list (and 3Câs and 2 Dâs is all they need to see).
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I donât think you can cross any off.
I find it hard to believe there arenât students who got a few Cs or a D in high school at most colleges. Will the odds be stacked against - likely - but impossible - who can say?
But again, we know little about the student and that includes outside the class.
This is the issue - youâre not being transparent - so thatâs what makes it tough.
What if I told you yes, it eliminates you. Then you ignore my guidance and apply to UNC and get in? What good was my info?
If youâre going to apply to a range of schools, find a few with no extra essay if thatâs the concern - and apply to those so itâs not extra work. If you donât mind additional essays, find the right ones.
Worst that can happen is you apply to a few and they say no.
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In my opinion UVA and UNC -CH for OOS are totally out.
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Concurrent enrollment in 11th or 12th grade does preserve freshman status for admission classification and scholarships/financial aid purpose.
Having an associate can be problematic but you shouldnât follow those requirements anyway but something considered appropriate for the MFN colleges as outlined in my first post.
Once admitted the students may be placed in advanced classes (keep the syllabus) and/or get classified as a sophomore for registration purpose. This depends on the collegeâs policy and what courses the student requests to be evaluated. Most common are math and foreign language advanced placements based on courses taken or a placement test.
Yes, I did say she took coursework in the summer and got Aâs, but all grades stay on transcript and count for GPA.
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And this is why one canât say - any school is out.
What is the UW GPA to go with the 36.
What does the student do outside of class? ECs, etc.
What would be the concern of applying to desired schools - whatever they are - in this case, meets need schools?
Is there a concern of being rejected and how it impacts the student emotionally?
Thereâs the high end meets need schools - but then thereâs the Sewanee, Dickinson, Union type that arenât nearly as selective (but yes, are need aware).
You can mix and match.
But assuming you can get a fee waiver, what would be the concern of throwing your hat in the ring?
What I donât know is - are these schools necessarily better for the student than others??
Too many chase high selectivity/low acceptance without thinking what the day to day is like.
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It wasnât clear to me that the coursework you mentioned was to overcome the Ds. (Many colleges will calculate their own GPAs and may or may not replace the original grades. This is why a number of colleges require entering courses and grades on common app or STARS rather than just getting a copy of the transcript. For remediation, you can clearly mark if a course was repeated on these entries.)
As others have mentioned, if you follow the standard âchance meâ template here it will make it far easier for posters to actually understand your daughterâs situation and be able to advise accordingly.
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I would say anything with sub 10% acceptance rates is totally out.
For the sub 20% acceptance rate, whether thereâs even a chance will depend on whether she brings geographic diversity (ie., 400+miles from home or under-represented state) + other specific unique factors (ie., they need an oboist which your daughter is, the college skews heavily male, the major sheâs applying to is undersubscribedâŠ) keeping in mind theyâd be high reaches.
Looking at the 20-50% admit rates would yield the most positive results imho.
So these^ factors would turn the impossible to maybe-possible - for instance, if she wants to major in Biology&be premed at a highly selective national university 100 miles from home, sheâs out of luck, but if she wants to combine Physics and French at a highly selective LAC 500 miles from home she may have a shot, which becomes a real possibility of shes the oboist they need.
On her side: she can apply to womenâs colleges with various selectivity levels after youâve run the NPC to check which would be affordable with Full need FA or a combination of FA&merit (7sisters, Scripps, Agnes Scott, Spelman, Hollins?) and she already has a hook due to being full Pell. The way you mitigate the grades also matters, cf. Earlier posts. The grades WILL matter - none of the above âerasesâ them.
ETA: seconding Dickinson, Sewanee, Union, etc. (St Lawrence, St Olaf, Whitman..) as definitely worth looking into.
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Thank you! Straight to the point!
Okay, this is saying that 3 Câs and 2 Dâs is not conclusive, and that there could be some combination of other circumstances that could yield admission (though there are no hooks, and weak non-academic ECs) to reachy MFN schools. Iâll have to accept that there are a range of opinions about this.
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