Has anyone herd of the online school called Belford High?
August 2, 2009 by Homeschooling Support and Curriculum Tips
Filed under Curriculum & Online Courses
Can you answer Q~T’s question about Homeschooling?:
My sister says she has found a online high school she likes. Has anyone ever even herd of Belford High? I haven’t. She says it will cost her around $400.00 to get her diploma online. Is this true? Anyone else done this or know anyone who has?
Homeschooling Curriculum Reviews
My sister says she has found a online high school she likes. Has anyone ever even herd of Belford High? I haven’t. She says it will cost her around $400.00 to get her diploma online. Is this true? Anyone else done this or know anyone who has?
Homeschooling Curriculum Reviews
Ged Vs. Online High School Diploma: Citizens High School Makes your Studies Worth your While
August 2, 2009 by Homeschooling Support and Curriculum Tips
Filed under Curriculum & Online Courses
Now is the opportunity for anyone without a high school diploma to enter into a self-paced study program through Citizens’ High School - and do so on-line in the convenience of one’s home, while on vacation or anywhere a Net-connected computer is available.
Through Citizens’ High School, studying for a high school diploma online has never been easier or more convenient. Students can virtually keep their present schedules, including full-time jobs and family obligations, with the least amount of interruption as possible. Citizens’ High school online programs work around the student.
Self-paced study is the key at Citizens’ High School. Study guides are made available with each course and “open-book” exams and are taken only when the student feels he/she is ready. These are then mailed to Citizens for review and grading by the instructor. They are recorded and then mailed back to the student.
What is the advantage of a Citizens’ High School Diploma obtained online over a GED?
Some employers look upon a GED as inferior, preferring instead an actual high school diploma. Even some branches of the U.S. Military will not always automatically accept it. This is unfortunate because acquiring a GED is not as easy as one may think. General Education Development can be rather difficult to acquire. But the reality is almost every well- paying job requires at least a high school diploma.
Located in Orange County, Florida, Citizens’ High School has been accredited through the Accrediting Commission of the Distance and Education Training Council which is nationally recognized as an accredited agency by the U.S. Department of Education.
Prospective students of Citizen’s High School can be assured of fiscal responsibility, valid curriculum, admission standards, and quality of instructors through accreditation. The accreditation process also helps filter out “diploma mills” which “guarantee” diplomas in days or weeks based on “life experience”.
A 100% money-back guarantee is offered to all new students via a 30-day (from the postmark date of the first course) no obligation review of the first course. If a student is not completely satisfied, a full refund will be arranged. (Educational materials must be returned in original condition.) There is no further obligation.
Enroll online or through direct mail for more information and enrollment package. There is neither application fee nor legal obligation for completing this form. REGISTER TODAY FOR YOUR ONLINE CITIZENS’ HIGH SCHOOL DIPLOMA
Thanks to Kris Koonar for contributing this article to our Homeschooling blog:
Through Citizens’ High School, studying for a high school diploma online has never been easier or more convenient. Students can virtually keep their present schedules, including full-time jobs and family obligations, with the least amount of interruption as possible. Citizens’ High school online programs work around the student.
Self-paced study is the key at Citizens’ High School. Study guides are made available with each course and “open-book” exams and are taken only when the student feels he/she is ready. These are then mailed to Citizens for review and grading by the instructor. They are recorded and then mailed back to the student.
What is the advantage of a Citizens’ High School Diploma obtained online over a GED?
Some employers look upon a GED as inferior, preferring instead an actual high school diploma. Even some branches of the U.S. Military will not always automatically accept it. This is unfortunate because acquiring a GED is not as easy as one may think. General Education Development can be rather difficult to acquire. But the reality is almost every well- paying job requires at least a high school diploma.
Located in Orange County, Florida, Citizens’ High School has been accredited through the Accrediting Commission of the Distance and Education Training Council which is nationally recognized as an accredited agency by the U.S. Department of Education.
Prospective students of Citizen’s High School can be assured of fiscal responsibility, valid curriculum, admission standards, and quality of instructors through accreditation. The accreditation process also helps filter out “diploma mills” which “guarantee” diplomas in days or weeks based on “life experience”.
A 100% money-back guarantee is offered to all new students via a 30-day (from the postmark date of the first course) no obligation review of the first course. If a student is not completely satisfied, a full refund will be arranged. (Educational materials must be returned in original condition.) There is no further obligation.
Enroll online or through direct mail for more information and enrollment package. There is neither application fee nor legal obligation for completing this form. REGISTER TODAY FOR YOUR ONLINE CITIZENS’ HIGH SCHOOL DIPLOMA
Thanks to Kris Koonar for contributing this article to our Homeschooling blog:
Thinking of getting your GED? Citizens’ High School is a full government accredited High School provider that employers, colleges and universities value a more than a GED. Please visit http://www.citizenshighschool.com and sign up for a free information package. E-mail: inforequests@citizenschool.com. Voice: 1-800-736-4723
The Science Education Belief In America
August 1, 2009 by Homeschooling Support and Curriculum Tips
Filed under Curriculum & Online Courses
Political leaders, tech executives, and academics often claim that the U.S. is falling behind in math and science education. They cite poor test results, declining international rankings, and decreasing enrollment in the hard sciences. They urge us to improve our education system and to graduate more engineers and scientists to keep pace with countries such as India and China.
Yet a new report by the Urban Institute, a nonpartisan think tank, tells a different story. The report disproves many confident pronouncements about the alleged weaknesses and failures of the U.S. education system. This data will certainly be examined by both sides in the debate over highly skilled workers and immigration. The argument by Microsoft, Google, Intel, and others is that there are not enough tech workers in the U.S.
The authors of the report, the Urban Institute’s Hal Salzman and Georgetown University professor Lindsay Lowell, show that math, science, and reading test scores at the primary and secondary level have increased over the past two decades, and U.S. students are now close to the top of international rankings. Perhaps just as surprising, the report finds that our education system actually produces more science and engineering graduates than the market demands.
These findings go against what has been the dominant position about our education system and our science and engineering workforce. Consider reports on national competitiveness that policymakers often turn to, such reports as the 2005 “Rising Above the Gathering Storm” by the National Academy of Sciences. This report says the U.S. is in dire straits because of poor math and science preparation.
The report points to declining test scores, fewer students taking math and science courses, and low-quality curriculums and teacher preparation in K-12 education compared to other countries.
The call has been taken up by some of the most prominent people in business and politics. Bill Gates, chairman of Microsoft, said at an education summit in 2005, “In the international competition to have the biggest and best supply of knowledge workers, America is falling behind.” President George W. Bush addressed the issue in his 2006 State of the Union address. “We need to encourage children to take more math and science, and to make sure those courses are rigorous enough to compete with other nations,” he said.
Salzman and Lowell found the reverse was true. Their report shows U.S. student performance has steadily improved over time in math, science, and reading. It also found enrollment in math and science courses is actually up. For example, in 1982 high school graduates earned 2.6 math credits and 2.2 science credits on average.
By 1998, the average number of credits increased to 3.5 math and 3.2 science credits. The percent of students taking chemistry increased from 45% in 1990 to 55% in 1996 and 60% in 2004. Scores in national tests such as the National Assessment of Educational Progress, the SAT, and the ACT have also shown increases in math scores over the past two decades.
And the new report again went against the grain when it compared the U.S. to other countries. It found that over the past decade the U.S. has ranked a consistent second place in science. It also was far ahead of other nations in reading and literacy and other academic areas. In fact, the report found that the U.S. is one of only a few nations that has consistently shown improvement over time.
Why the sharp discrepancy? Salzman says that reports citing low U.S. international rankings often misinterpret the data. Review of the international rankings, which he says are all based on one of two tests, the Trends in International Mathematics & Science Study (TIMMS) or the Programme for International Student Assessment (PISA), show the U.S. is in a second-ranked group, not trailing the leading economies of the world as is commonly reported.
In fact, the few countries that place higher than the U.S. are generally small nations, and few of these rank consistently high across all grades, subjects, and years tested. Moreover, he says, serious methodological flaws, such as different test populations, and other limitations preclude drawing any meaningful comparison of school systems between countries.
As far as our workforce is concerned, the new report showed that from 1985 to 2000 about 435,000 U.S. citizens and permanent residents a year graduated with bachelor’s, master’s, and doctoral degrees in science and engineering. Over the same period, there were about 150,000 jobs added annually to the science and engineering workforce.
These numbers don’t include those retiring or leaving a profession but do indicate the size of the available talent pool. It seems that nearly two-thirds of bachelor’s graduates and about a third of master’s graduates take jobs in fields other than science and engineering.
Michael Teitelbaum, vice-president of the Alfred P. Sloan Foundation, which, among other things, works to improve science education, says this research highlights the troubling weaknesses in many conventional policy prescriptions.
Proposals to increase the supply of scientists and engineers rapidly, without any objective evidence of comparably rapid growth in attractive career opportunities for such professionals, might actually be doing harm.
In previous columns, I have written about research my team at Duke University completed that shattered common myths about India and China graduating 12 times as many engineers as the U.S. We found that the U.S. graduated comparable numbers and was far ahead in quality. Our research also showed there were no engineer shortages in the U.S., and companies weren’t going offshore because of any deficiencies in U.S. workers.
So, there isn’t a lack of interest in science and engineering in the U.S., or a deficiency in the supply of engineers. However, there may sometimes be short-term shortages of engineers with specific technical skills in certain industry segments or in various parts of the country.
The National Science Foundation data show that of the students who graduated from 1993 to 2001, 20% of the bachelor’s holders went on to complete master’s degrees in fields other than science and engineering and an additional 45% were working in other fields. Of those who completed master’s degrees, 7% continued their education and 31% were working in fields other than science and engineering.
There isn’t a problem with the capability of U.S. children. Even if there were a deficiency in math and science education, there are so many graduates today that there would be enough who are above average and fully qualified for the relatively small number of science and engineering jobs. Science and engineering graduates just don’t see enough opportunity in these professions to continue further study or to take employment.
With U.S. competitiveness at stake, we need to get our priorities straight. Education is really important, and a well-educated workforce is what will help the U.S. keep its global edge. But emphasizing math and science education over humanities and social sciences may not be the best prescription for the U.S. We need our children to receive a balanced and broad education.
Perhaps we should focus on creating demand for the many scientists and engineers we graduate. There are many problems, from global warming to the development of alternative fuels to cures for infectious diseases, that need to be solved. Rather than blaming our schools, let’s create exciting national programs that motivate our children to help solve these problems.
Thanks to Alisha Dhamani for contributing this article to our Homeschooling blog:
Yet a new report by the Urban Institute, a nonpartisan think tank, tells a different story. The report disproves many confident pronouncements about the alleged weaknesses and failures of the U.S. education system. This data will certainly be examined by both sides in the debate over highly skilled workers and immigration. The argument by Microsoft, Google, Intel, and others is that there are not enough tech workers in the U.S.
The authors of the report, the Urban Institute’s Hal Salzman and Georgetown University professor Lindsay Lowell, show that math, science, and reading test scores at the primary and secondary level have increased over the past two decades, and U.S. students are now close to the top of international rankings. Perhaps just as surprising, the report finds that our education system actually produces more science and engineering graduates than the market demands.
These findings go against what has been the dominant position about our education system and our science and engineering workforce. Consider reports on national competitiveness that policymakers often turn to, such reports as the 2005 “Rising Above the Gathering Storm” by the National Academy of Sciences. This report says the U.S. is in dire straits because of poor math and science preparation.
The report points to declining test scores, fewer students taking math and science courses, and low-quality curriculums and teacher preparation in K-12 education compared to other countries.
The call has been taken up by some of the most prominent people in business and politics. Bill Gates, chairman of Microsoft, said at an education summit in 2005, “In the international competition to have the biggest and best supply of knowledge workers, America is falling behind.” President George W. Bush addressed the issue in his 2006 State of the Union address. “We need to encourage children to take more math and science, and to make sure those courses are rigorous enough to compete with other nations,” he said.
Salzman and Lowell found the reverse was true. Their report shows U.S. student performance has steadily improved over time in math, science, and reading. It also found enrollment in math and science courses is actually up. For example, in 1982 high school graduates earned 2.6 math credits and 2.2 science credits on average.
By 1998, the average number of credits increased to 3.5 math and 3.2 science credits. The percent of students taking chemistry increased from 45% in 1990 to 55% in 1996 and 60% in 2004. Scores in national tests such as the National Assessment of Educational Progress, the SAT, and the ACT have also shown increases in math scores over the past two decades.
And the new report again went against the grain when it compared the U.S. to other countries. It found that over the past decade the U.S. has ranked a consistent second place in science. It also was far ahead of other nations in reading and literacy and other academic areas. In fact, the report found that the U.S. is one of only a few nations that has consistently shown improvement over time.
Why the sharp discrepancy? Salzman says that reports citing low U.S. international rankings often misinterpret the data. Review of the international rankings, which he says are all based on one of two tests, the Trends in International Mathematics & Science Study (TIMMS) or the Programme for International Student Assessment (PISA), show the U.S. is in a second-ranked group, not trailing the leading economies of the world as is commonly reported.
In fact, the few countries that place higher than the U.S. are generally small nations, and few of these rank consistently high across all grades, subjects, and years tested. Moreover, he says, serious methodological flaws, such as different test populations, and other limitations preclude drawing any meaningful comparison of school systems between countries.
As far as our workforce is concerned, the new report showed that from 1985 to 2000 about 435,000 U.S. citizens and permanent residents a year graduated with bachelor’s, master’s, and doctoral degrees in science and engineering. Over the same period, there were about 150,000 jobs added annually to the science and engineering workforce.
These numbers don’t include those retiring or leaving a profession but do indicate the size of the available talent pool. It seems that nearly two-thirds of bachelor’s graduates and about a third of master’s graduates take jobs in fields other than science and engineering.
Michael Teitelbaum, vice-president of the Alfred P. Sloan Foundation, which, among other things, works to improve science education, says this research highlights the troubling weaknesses in many conventional policy prescriptions.
Proposals to increase the supply of scientists and engineers rapidly, without any objective evidence of comparably rapid growth in attractive career opportunities for such professionals, might actually be doing harm.
In previous columns, I have written about research my team at Duke University completed that shattered common myths about India and China graduating 12 times as many engineers as the U.S. We found that the U.S. graduated comparable numbers and was far ahead in quality. Our research also showed there were no engineer shortages in the U.S., and companies weren’t going offshore because of any deficiencies in U.S. workers.
So, there isn’t a lack of interest in science and engineering in the U.S., or a deficiency in the supply of engineers. However, there may sometimes be short-term shortages of engineers with specific technical skills in certain industry segments or in various parts of the country.
The National Science Foundation data show that of the students who graduated from 1993 to 2001, 20% of the bachelor’s holders went on to complete master’s degrees in fields other than science and engineering and an additional 45% were working in other fields. Of those who completed master’s degrees, 7% continued their education and 31% were working in fields other than science and engineering.
There isn’t a problem with the capability of U.S. children. Even if there were a deficiency in math and science education, there are so many graduates today that there would be enough who are above average and fully qualified for the relatively small number of science and engineering jobs. Science and engineering graduates just don’t see enough opportunity in these professions to continue further study or to take employment.
With U.S. competitiveness at stake, we need to get our priorities straight. Education is really important, and a well-educated workforce is what will help the U.S. keep its global edge. But emphasizing math and science education over humanities and social sciences may not be the best prescription for the U.S. We need our children to receive a balanced and broad education.
Perhaps we should focus on creating demand for the many scientists and engineers we graduate. There are many problems, from global warming to the development of alternative fuels to cures for infectious diseases, that need to be solved. Rather than blaming our schools, let’s create exciting national programs that motivate our children to help solve these problems.
Thanks to Alisha Dhamani for contributing this article to our Homeschooling blog:
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How much does abeka homeschooling cost?
August 1, 2009 by Homeschooling Support and Curriculum Tips
Filed under Curriculum & Online Courses
Can you answer Angel101’s question about Homeschooling?:
Thank you, if you find the answer!
Homeschool Books And Supplies
Thank you, if you find the answer!
Homeschool Books And Supplies
How Can Online Math Tutoring be a Great Homeschooling Resource
August 1, 2009 by Homeschooling Support and Curriculum Tips
Filed under Curriculum & Online Courses
Homeschooling is a rewarding experience, one that allows children the unique opportunity of one-on-one learning. One-on-one learning helps students absorb information more quickly and also helps parents better see any weak points in study. It also helps students be more open to asking questions and getting their doubts cleared as opposed to a group setting where they may feel shy or embarrassed. There are many homeschooling resources available for homeschooling families (just Google it and you’ll know what I am talking about) but have you ever thought of online math tutoring as a helpful and effective resource?
Why Online Math Tutoring And Not Traditional In-person Tutoring?
You may ask- since I am seeking tutoring, why don’t I go for in-person help as opposed to online math help? Online math tutoring has a lot of advantages over traditional tutoring (you can find some on clickandclimb.com homepage) including convenience, flexibility, and affordability. I will highlight some advantages of online math tutoring here that make homeschool math a breeze.
Extra Learning Boost/Support
Sometimes there are points in a child’s study where the parents do not feel they have the capabilities or feel the need to give their kids an extra learning boost. This is true especially for higher grade level math like algebra, geometry, calculus etc. Some venture with a new or different curriculum, some seek help of other families and some even put away math for some time. Online math help can be very beneficial during such times. You can have a professional tutor work with you at your pace and provide that much needed support and bring back the confidence in your child. It can help a child who is behind catch up. Also, it can help a child learn a certain concept better or prepare for a test like SAT with professional support.
Coincide With Current Homeschooling Curriculum
Online tutoring sites, such as clickandclimb.com often will work with the child directly from the
curriculum that the child is using as a part of their home school program. This feature is beneficial to homeschooling students, as they will be able to keep up with their lessons. It also gives the parents reassurance that student is being taught from the family’s chosen resources. The fact that the child’s current curriculum is used helps the child not only learn the concepts, but to also re-enforce previous concepts.
Comfortable Studying Pace
This benefit of online tutoring coincides with one of the varied reasons that parents choose homeschooling. Homeschool students can move at a pace they are comfortable with while learning. Not all children learn at the same pace or with the same learning styles. Online tutoring is done at the child’s pace. If a child needs extra attention in a concept, that concept can be worked on until the child fully understands it.
Affordability
Options exist for both offline, as well as online tutoring. Online tutoring can be more cost-effective as companies use global resources and easy to use cutting edge technology to make online tutoring affordable for all. You can schedule sessions when you want and not revolve your day around it.
Cultural Experience
Because of advanced technology, students can interact with teachers that may be in a different country like India. Homeschooling parents and students find it fascinating to learn from a qualified and professional tutor with such a different cultural background. The interactive tutoring sessions makes sharing cultural experiences very enjoyable and informative.
Confidence
Online tutoring can build confidence in both the children and the parents. Parents will gain confidence in knowing that their children are succeeding with homeschooling. There also will be confidence gained, due to the fact that lessons are being taught by an expert. The children will gain confidence as they learn and understand each new concept. When children are confused during learning, some might feel frustrated or worthless. A child’s natural confidence can again be restored when those hurdles are overcome during online tutoring.
Thanks to Surabhi for contributing this article to our Homeschooling blog:
Why Online Math Tutoring And Not Traditional In-person Tutoring?
You may ask- since I am seeking tutoring, why don’t I go for in-person help as opposed to online math help? Online math tutoring has a lot of advantages over traditional tutoring (you can find some on clickandclimb.com homepage) including convenience, flexibility, and affordability. I will highlight some advantages of online math tutoring here that make homeschool math a breeze.
Extra Learning Boost/Support
Sometimes there are points in a child’s study where the parents do not feel they have the capabilities or feel the need to give their kids an extra learning boost. This is true especially for higher grade level math like algebra, geometry, calculus etc. Some venture with a new or different curriculum, some seek help of other families and some even put away math for some time. Online math help can be very beneficial during such times. You can have a professional tutor work with you at your pace and provide that much needed support and bring back the confidence in your child. It can help a child who is behind catch up. Also, it can help a child learn a certain concept better or prepare for a test like SAT with professional support.
Coincide With Current Homeschooling Curriculum
Online tutoring sites, such as clickandclimb.com often will work with the child directly from the
curriculum that the child is using as a part of their home school program. This feature is beneficial to homeschooling students, as they will be able to keep up with their lessons. It also gives the parents reassurance that student is being taught from the family’s chosen resources. The fact that the child’s current curriculum is used helps the child not only learn the concepts, but to also re-enforce previous concepts.
Comfortable Studying Pace
This benefit of online tutoring coincides with one of the varied reasons that parents choose homeschooling. Homeschool students can move at a pace they are comfortable with while learning. Not all children learn at the same pace or with the same learning styles. Online tutoring is done at the child’s pace. If a child needs extra attention in a concept, that concept can be worked on until the child fully understands it.
Affordability
Options exist for both offline, as well as online tutoring. Online tutoring can be more cost-effective as companies use global resources and easy to use cutting edge technology to make online tutoring affordable for all. You can schedule sessions when you want and not revolve your day around it.
Cultural Experience
Because of advanced technology, students can interact with teachers that may be in a different country like India. Homeschooling parents and students find it fascinating to learn from a qualified and professional tutor with such a different cultural background. The interactive tutoring sessions makes sharing cultural experiences very enjoyable and informative.
Confidence
Online tutoring can build confidence in both the children and the parents. Parents will gain confidence in knowing that their children are succeeding with homeschooling. There also will be confidence gained, due to the fact that lessons are being taught by an expert. The children will gain confidence as they learn and understand each new concept. When children are confused during learning, some might feel frustrated or worthless. A child’s natural confidence can again be restored when those hurdles are overcome during online tutoring.
Thanks to Surabhi for contributing this article to our Homeschooling blog:
Surabhi Mittal works with http://www.clickandclimb.comwhich provides live online math tutoring to students in grades 3-12. For the latest information about online math tutoring and to solve the problem of the day visit http://blogs.clickandclimb.com
