I’ve hit a point where studying consumes all my time. Even when I’m trying to relax or do something else, the guilt follows me and I’m constantly thinking about what I should be doing
I find it insane how the literacy rate is only dropping in America. I’m a high school senior applying to college and I have a near-perfect GPA, test scores and everything else but it still feels impossible for my peers and I to get into good colleges, as things are only getting more competitive. However on the flip side there are kids at my school studying basic algebra, and it’s just so sad to me. Especially because a lot of those kids look like me, and in some of my AP classes i can count on one hand the number of POC students. It genuinely breaks my heart because so many people are getting left behind, and will likely end up struggling in life as a result. It’s ridiculous that i engage in conversations about how competitive everything is, but also how low/behind a lot of people are.
I’ve been looking into the growth of alternative credit providers like Sophia Learning, Study.com and StraighterLine. A lot of people on Reddit talk about taking credits from courses from these companies. I’m curious how people working in higher education think about all of this.
From what I’ve read on Reddit, universities are actively encouraging students to take courses with these providers.
I wrote an article describing online institutions as finishing schools. That they are ceding the first two years of academic instruction to alternative credit providers that offer inexpensive self paced courses.
The feedback and pushback that I received was that what I wrote was hyperbole, that the usage from these providers was minimal and had reached maturity. That it helps with completion rates, it gives students momentum, but it’s not widely adopted with partner universities.
So for people working at colleges/universities:
- are you seeing greater acceptance or active encouragement of Sophia, Study.com, and StraighterLine
- do you think online institutions will eventually become comfortable outsourcing a much larger portion of general education? How far does this go?
Making your canvas look more appealing can help improve study motivation!
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Not sure about the flair.
Title, basically. On one hand my teacher complains about being so busy with other students (individual lessons), on the other he offers me (just me, as far as I am aware) extra lessons, if I would like, in the little free time he has during the day. I think he likes working with me, but it got me thinking, that while I was teaching (I am currently attending my second uni) I would never offer extra lessons when I felt I am extremely busy, as I would like to take a break and care a bit for my mental health.
Were you ever in a similar situation? What was your motivation? Was I a bad teacher for taking care of myself in this way lol?
I’ve read both of NHJ’s essays: the one that came out two weeks ago and the one from ten years ago.
A little background: I’m married to a New York City public school teacher. I'm married to a New York City school teacher for 26 years. I'm close friends with the principal. They both work at a low-income school. Because the school has Russian and Spanish language programs, about 30% of the kids live in shelters, and maybe another 65% live in public housing.
Before this, my wife taught at a school on the Upper West Side where all the kids came from two-income or two-parent homes.
The school she teaches at now is very rough. A parent physically attacked the PTA president.
Back to the NHJ article. She spent 8,500 words and left out the fact that the school is funded at $52,000 per pupil a year. Any reader with a heart and common sense would immediately assume the school is underfunded and “under-resourced.” That’s not the case.
I left a simple, good-faith comment on her Instagram about the missing funding figure, and a similar one on the New York Times Facebook page. I wasn’t trying to stir anything up.
About 30 people immediately piled on me and called me every name in the book for asking NHJ a question, so I had to delete the comments. It was awful.
My main question is: why don’t people in education policy listen to people like John McWhorter or Glenn Loury? I’ve watched their show on YouTube for years, and it’s been very insightful. John McWhorter wants schools to teach phonics.
It seems like everyone in progressive education policy is all about equity, which in practice has meant removing tests: dropping the SAT and graduate admissions tests. New York is phasing out the Regents as a graduation requirement. I have friends in San Francisco, where the district got rid of algebra in eighth grade, but parents fought to bring it back.
It just seems like we’re going to have this problem with schools forever. We’re always told the same thing: segregation and school funding. And we act like Title I doesn’t exist. New York City truly cares about its students. It spends so much per pupil, and it still feels almost futile.
hello, i am a french uni student who is studying english lit and i need to interview someone that works in a english field (as in teacher, translater, journalist, and so on) and was wondering if anyone here could perhaps help me.
it would be a short interview, around 15 to 20 minutes long where i would ask you questions about your field, why you chose this job and what you had to do (like studies for example) to qualify for it. i appreciate any and every answer, i don't have a specific job in mind however i would appreciate it if teachers could answer!
thank you so much for reading!
I am not sure if this is the right subreddit but how do you become a teacher's aid in Washington? (Preferred option with scholarships/grants if tuition is needed)
The Flynn Effect shows IQ gains of 15+ points per generation with environmental improvement. That suggests capacity wasn't the constraint—activation was. If we take that seriously, what does it mean that some populations have been systematically denied the kind of cognitively demanding work and education that builds skill across generations? Isn't that a mechanism worth exploring?
TL;DR: If two students are equally capable of earning a degree, but only one can afford to finish, are we measuring academic achievement or financial security? Research shows financial aid improves graduation rates. So how many capable students are we losing simply because they can’t afford to stay enrolled?
America may be confusing financial opportunity with academic achievement.
We spend an enormous amount of time measuring educational success in America.
We compare graduation rates between communities, states, income brackets, and school districts. We debate whether our schools are doing enough, whether students are prepared, and whether educational standards are slipping.
But there’s something missing from that conversation.
What happens when a student is academically capable of finishing college but financially incapable of staying there?
And why do we count that as an educational failure?
The Progress We’re Overlooking
High school graduation rates have improved considerably over the past decade, including among students from historically disadvantaged communities.
That’s encouraging. It suggests that more young people are successfully navigating the first major stage of their education.
But something interesting happens when we follow students beyond high school.
Getting into college and graduating from college are two entirely different accomplishments.
Students can complete high school, qualify for admission, and enroll in higher education, only to leave without earning a degree.
We often discuss these outcomes as if they reflect academic preparation, motivation, or personal responsibility.
Sometimes they do.
But what if we’re overlooking one of the largest variables?
Money.
Two Students, Two Different Realities
Imagine two students graduating from the same high school.
They have comparable grades, similar academic abilities, and the same ambition to earn a degree.
Both are accepted into college.
One comes from a household that can help cover tuition, housing, transportation, and unexpected expenses.
The other has to work 30 hours a week to afford the same opportunity.
Both students are expected to attend classes, complete assignments, prepare for exams, and maintain satisfactory grades.
But only one has the financial freedom to make education their primary responsibility.
If the second student struggles, reduces their course load, or eventually leaves college, what have we actually measured?
Academic ability?
Or financial security?
A student who has to work twice as hard just to remain enrolled isn’t necessarily less capable than a student who graduates with financial support.
Yet our statistics may treat them that way.
The Evidence Is Already There
Research has demonstrated that financial assistance can directly improve college completion.
A study of Florida’s need-based student grants found that qualifying for additional aid increased the likelihood of earning a bachelor’s degree within six years.
A randomized scholarship study in Nebraska found that generous financial support increased bachelor’s degree completion by approximately eight percentage points among applicants pursuing four-year degrees.
Other studies have found that additional grants can reduce students’ need to work while attending college.
These findings matter because they go beyond simply observing that wealthier students graduate more often.
They show that changing financial circumstances can change educational outcomes.
That raises a difficult question.
How many students have we labeled unsuccessful when the real problem was that they couldn’t afford to succeed?
Income Doesn’t Tell the Whole Story
Even comparing students from households with similar incomes doesn’t necessarily create a level playing field.
Two families earning $50,000 annually might have entirely different financial circumstances.
One may own a home, have savings, and carry little debt.
The other may be renting, supporting relatives, paying medical bills, or living without any financial safety net.
Their incomes are identical on paper.
Their ability to support a college student is not.
And when an unexpected expense arrives, that difference can determine whether a student stays enrolled.
This is why household income alone isn’t enough to measure educational opportunity.
We also need to consider accumulated wealth, debt, family responsibilities, housing stability, and the actual cost of attending college.
What Does Merit Really Mean?
I believe in merit.
I believe effort, preparation, and personal responsibility should matter.
But if we’re going to build an educational system around merit, shouldn’t we make sure we’re actually measuring it?
A student who completes college while working full-time has demonstrated considerable determination.
A student who leaves college because they can no longer afford tuition hasn’t necessarily demonstrated a lack of academic ability.
And a student whose family can comfortably cover every expense hasn’t necessarily demonstrated greater merit simply by graduating.
None of this means academic standards should be lowered.
Quite the opposite.
We should be removing financial obstacles so that academic standards, rather than financial circumstances, determine who succeeds.
That would give us a more accurate picture of the talent our country actually possesses.
The Cost of Wasted Potential
There is a legitimate debate about how much government should invest in higher education.
Public money is limited. Programs should be evaluated, and financial assistance should produce measurable results.
But there’s another cost we rarely discuss.
What does it cost the country when academically capable students never complete their education?
What happens when a potential engineer, teacher, nurse, scientist, or business owner leaves college because they cannot afford another semester?
We lose more than a graduate.
We lose the economic contributions, innovation, and opportunities that person might have created.
And that loss doesn’t disappear simply because it never appears in a government budget.
A Better Way to Measure Success
Instead of measuring only how many students enroll in college, we should examine how many academically prepared students complete their education.
We should compare students with similar academic preparation but different financial circumstances.
We should determine how much unmet financial need affects persistence, academic performance, and graduation.
And we should ask whether targeted financial assistance produces enough additional graduates to justify its cost.
Research already tells us that financial aid can improve completion rates.
The remaining question is how effectively we can identify students whose greatest obstacle isn’t academic ability but financial survival.
We don’t need to guarantee everyone a diploma.
We need to make sure capable students have a fair opportunity to earn one.
The Question We Should Have Been Asking
America spends a great deal of time debating why some students succeed and others don’t.
We examine school systems, communities, family backgrounds, and personal choices.
All of those things matter.
But perhaps we’re overlooking something much simpler.
If two students are equally capable of earning a degree, but only one can afford to finish, are we really measuring educational achievement?
Or are we measuring financial privilege?
A country that claims to reward merit should be deeply concerned when opportunity depends more on financial security than academic ability.
Because the real tragedy isn’t simply that some students don’t graduate.
It’s that some students could have graduated, and we never gave them a fair chance.
I'm a tenth grader taking CE physics and it is an absolute joke. Its nearing the end of term one and we are just getting to Newtons laws and it has the easiest grading scale I have ever seen with the grades changing every 20% so F: 0-20% D: 20-40% C: 40-60% B: 60-80% A: 80-100%. All that has been taught is distance velocity acceleration mass weight. I think physics used to be hard so they dumbed it down so anyone can easily pass the class.
The assignments are the most repetitive things ever for an entire month the assignments were only using a video analysis website that you just find a scale and add a bunch of dots and it finds the velocity and acceleration of an object but all that changed was the videos were of different things moving. Not to mention that the final test I completed in four minutes with 100% accuracy and even if you randomly guessed you would probably still get a D on the test.
I have a 7.22 CGPA in BTech CSE at tier 2 college, is it good enough or little bit bad ?
I was told off in assembly in front of the entire school for supposedly talking when I absolutely wasn't. They wanted me to stand up for the rest of the assembly, but I just walked out instead. It was still publicly embarrassing, which was exactly what they wanted, but I wasn't going to stand up in assembly and take that injustice.
A few asked me what had happened, and I explained the situation to them. But it's humiliating knowing that hundreds of students will have judgments of me, believing I was being defiant or disrespectful by walking out of the hall. They only witnessed the headmaster’s side of the situation by calling me out and telling me to stand up for talking during assembly even though I wasn't. Another student had said something to me, I turned to face him, but didn't actually speak. The headmaster thought I was the one talking.
I walked out of the hall, red faced, refusing to accept a punishment I knew was unfair. Secondary school BTW.
Parents have age ratings, Common Sense Media is helping a lot, but nothing says whether a title actually helps a kid grow.
So I've built the Marble Index to measure that. Does this respect his attention? Does it grow his creativity? Does it teach anything? Is it harmless? What about online safety?
You can score any content and see what it does to a kid. It's research-based, 100% free and collaborative.
Both raise questions about ethics and social responsibility but which presents the greater long-term risk to young people, and why?
Taiwan’s education isn’t about learning; it’s an industrial meat grinder. You’re conditioned to cram until midnight, chase credentials, and become an obedient cog in the tech machine. Any genuine passion—whether it’s dissecting Technical Death Metal or playing guitar—is treated as a defect. What sickens me most is the ruthless elitism it breeds: winners don't gain wisdom, just venomous arrogance toward anyone drowning in this pressure. They call it meritocracy; I call it collective Stockholm syndrome. I refuse to let this sterile factory define who I am.
Hello! I am a Finnish teacherstudent about to write my masters thesis about democracy education and citizenship studies for pupils aged 11-16(ish).
I am interested in doing an analysis of textbooks used for these ages mainly in different parts of Europe, pereferably the nordics, England, Scotland, Wales, Ireland and German speaking countries.
My question is about what book series you use or recomend me to get to know?
What is the subject ”social studies” called in your country? When do pupils start studying this sibject?
Is there eBook resources in your country that I could acces?
Any help would be much appriciated!
these fees do not even make any f ing sense
You know, get rid of public education and privatize it all? It sure seems you want to. Please explain.
Hello,
I work in a self contained classroom for school aged autistic children. I like to think I’m alright at my job. It’s my 4th year special ed, 2nd in a self contained room. This is the first year things feel somewhat normal, and I’m able to really see the positive effects of the work we do (routines, expectations, patience, and overall making great progress).
However, some of our children have some very severe behavior. They are all great and fun, but when things go south with some of them, it really goes south. I do a great job at staying calm and not reacting/remaining neutral, but it’s just not enough sometimes and we are just waiting on the chaos to end to continue our day, if that even happens.
I want to get better at managing these situations and I’m wondering if there are any really good experts to follow or watch? (I love memes and funny reels but Ive been wanting to see someone who has actual experience and knowledge to share). Also any articles or journals that I could look at? My degree is not in education so I’m not privy to the science behind it, although I have learned a lot while on the job. So I’m basically saying I can understand a lot but I also don’t have a lot of the info most in education would have.
Lastly, if you have any of your own tips in this type of environment, I’d love to hear it!
Hello Reddit educators, I am writing a paper for my class about changing education in literacy in the 2000’s and I would like to research CogAT and ITBS test scores to see if my observations align with academic results from the time period.
Does anyone know how to, or if I can, see results to those tests from that time period to observe trends within?
I feel like this will get flack, and I don't mean it as a faux pau towards special areas/special ed. However, I feel like special ed gets most recognition for being the "most difficult" position in the profession (curriculum special education teachers like resource room and co-teaching), but I think it actually would be gen-ed.
As gen-ed teachers, we are responsible for every single kid. Plans, no plans, parent communication, grading, behaviors, meetings (504, IEP, and team)... list goes on.
I recognize that special ed specifically has to deal with legality in a different way than gen-ed teachers, but in some ways, no they don't because gen-ed teachers are still just as accountable for following plans and differentiating according to them. No, we don't have to create the plans or write them.. but we do report based on data from the classroom around suggested goals, accommodations, modifications etc. We do have to put those plans into action.
Special ed is really only responsible for their caseload and where I am that's max like 22-24 kids. As a gen-ed teacher, I am responsible for those 22-24 kids, in addition to my 100 other students. I actively am striving to make relations with my entire roster, and do put forth great efforts to not only work with the sped/504 kids, as well as my gen-ed students.
Special areas teachers are not responsible for grading nor do they really attend any ppt/504 meetings. In my school (6-8 middle school), they are only responsible for quarterly curriculum, compared to a year's worth of curriculum. No further statements there.
I hope this is coming out right. I know every position in education is challenging in different ways, and without one another, it would only be more so. I have just thought a lot about how much responsibility and the tasks required of a gen-ed teacher comparatively.
What do you think?
How many of you ended up teaching a completely different subject than what you went to school/got a degree for?
Hi everyone!
I'll keep it super brief. I've been seriously considering going back to university to get my post graduate degree. I currently have a Film Production Degree & I'm (obviously if I can) thinking of getting a PG in advertising or marketing so they can feed off of each other irl.
I'm not sure if its worth it, but idk. Any advise would be hugely appreciated.
I am working on an article for a publication about teachers who invite community members into the classroom to serve as visiting experts, advisors, and authentic audiences for student work. I am curious about how these outsiders can help students become more curious, develop a stronger grasp on material, and get exposure to possible careers of interest. I have done this in my own journalism class, inviting the reporters responsible for articles my students have read to visit and field questions. I have found that students benefit from hearing how professionals handle the very process that they are undertaking. I am mostly curious about what other teachers around the country are doing, at all levels of school, whether high school or elementary, public or private. I am curious how these arrangements work in STEM, arts, and social studies classrooms as well as ELA. How do your units or assessments incorporate guests? How do students benefit? What are the challenges? How do you meet them? Please feel free to respond here or chat with me. I can share my email address and we can either talk or email. Appreciate it!
This man…I don’t think the character limit could handle everything.
I became the superintendent’s assistant in mid-2023, just before the 2023-2024 school year. I believe I first encountered this father in August 2023. And…I have spoken to him 4+ times a year every single year since. I haven’t ever had any interaction with ANY other parent to even half that degree. 99% of the time, I have a one-time interaction and that’s it.
This man…he is very manipulative. I know someone is going to accuse me of “judging” this man. Understand that you do not know the situation like I do, or like my secretaries and admins do. He wants things documented (completely inappropriate things mind you) so he can make himself look like the “preferred” parent so he can turn around and bring the documentation to court. He does not hide the fact that he hates women and thinks because the majority of staff is female he’s being unfairly treated.
I’m done. I am so so so done. It’s a circus. The mother? I have never once heard from her, I don’t even know her name. But this guy? Ugh.
I’m done speaking to him on the phone. We are pretty sure he is illegally recording conversations and meetings (this is a 2 party state). His demands are very specific and involve, again, documentation to make him look like the good guy.
Friday a 504 meeting was held. He requested an inappropriate accommodation that, yes, would have put him in a good light rather than neutral, fact-based wording. His request was documented. Mom’s request that it not be granted was documented. Due to the nature of the request, it was denied. He left the meeting and called my office from the parking lot.
I will not answer. I see his number on the call ID and I let it go to voicemail. He wants a meeting with my Super. I sent an email saying I was in receipt of his voicemail and understood his request but wanted to know the purpose of the meeting and his expected outcome.
My boss is a busy man, he doesn’t have the time to spend on this guy. I know what the purpose of the meeting is - he wants my boss to change the 504 documentation so, again, he can bring it to court to appear that he is the preferred parent and he can try for full custody.
I’m tired. I’m so tired. Is there a professional way to set a boundary? Is there a professional way to say - sir, literally everyone is so over you and your BS. Knock it off. We are done. If there is a genuine issue, of course we will address it, but this is bordering on harassment. The principal was uncomfortable, the 504 coordinator was uncomfortable, the teacher was uncomfortable. He doesn’t get loud, doesn’t threaten violence but…I cannot describe how legitimately icky every interaction is.
Anyway, this was kinda mostly a vent, but also…is there ANY WAY I can somehow professionally tell this guy to get his shit together and stop bothering us over custody crap?
I don’t even know what flair to use because this is an odd one. I lose my diploma, I reach out to the school I attended to get my transcript. They sent me mine, no issue. Right after that they basically offered me someone else’s too, said “we got another request for x persons transcript too, we believe that is you.” I said “NOPE IM Y THANK YOU” is this a normal thing? Where should I post this? Who can I reach out to tell?
Vibe check for Texas parents. With some public school districts adding hybrid and online options, who’s considering it? And for anyone already doing it, how’s it going?
The part I keep thinking about is what we’d do with the flexibility. There’s still schoolwork, obviously. But if the schedule opens up room in the day, how do you make that worthwhile?
How are you keeping friendships and regular time with other kids in the picture? Could there be more room to put lessons into practice through cooking, budgeting, building something, volunteering, or following an interest beyond an assignment?
I’m also curious about the less exciting reality: keeping a routine, managing screen time, and making it work around a parent’s job. Kids need downtime, too. Every free hour doesn’t need to become another lesson.
For families trying this, what’s been better than expected, and what do you miss about a regular school day? If you’ve ruled it out, what’s the biggest reason?
Experts and scientists says that school at 7 am or 8 can be horrible and very bad for our mental health and you can get better grades if the school starts at 10,just like how they did the test.
I mean i weak up every day at 5 just to catch up the school at 7,i hate waking up earlier than my dad who is waking up at 8 and going to job where he gets money and i don't.
I know that i will be like him,but not everyone from my age is waking up at 5 am,they are still many kids that have a some how "comfort school" and they are doing very well.
I am not saying that we should ban the school just for the program,but why they don't try to change something in school that we can get better grades for example,like waking up a little bit later maybe will help cause sleep is very important to keep our brain active every time.
In this brief study published last June, a U.S. population-representative poll showed that 62% of U.S. adults self-report having little to no idea what statistics or statistical concepts like p-values are, but 90% of them would base decisions on reported statistics at least sometimes if they understood them better. This presents both a need and an opportunity to teach statistics better to people, especially adult learners who are not in STEM, so they can better understand and scrutinize editorialized scientific content that they are interested in when such are reported by the media or found on social media.
Hi everyone. My situation is a little unique, so please bear with me here.
In the fourth grade, my mother removed me from public school due to the pandemic. I am supposed to be going into what should’ve been my senior year next fall (junior now), but due to my several years of unenrollment and missing transcripts, I was informed I would have to start entirely over from 8th, so I have settled on getting my GED. Public school is off of the table for me, and my GED is my only choice unless I want to be 16 in the 8th grade (I don’t.)
I have always tried to teach myself the basic math, English, history, science, etc, so I am not entirely uneducated. I have only just now escaped from the household and I am finally in a place where I am able to get my GED, and I have some questions I am hoping for advice on.
It has always been my dream to work in the astronomy field. I am unsure as to what exactly I would like to do, but I know I would like to study the stars and shoot for them. I have worries that due to my circumstances, the concept of astronomy for someone who has such little education for their entire life and only just now starting with the GED process that this field is unrealistic for me, especially with my NASA dream, and I am having doubts and I would like some pointers, some advice, and a general direction on what I should do or things I should look into. I am looking for honest advice. I am more than willing to work for it and do absolutely whatever it takes as ridiculous as the dream sounds. I know I will have to work like hell.
Again, I cannot stress enough that public school is not on the table. I would be past 21 graduating which is the limit in the US, and I refuse to be 16 in 8th grade due to my family never enrolling me. The GED is my best option I believe, and it may be my only.
Thank you so much for taking the time to read and advice is desperately needed and welcome.
i’m from bulgaria and i’m in 9th grade (15) and i really want to do my last two years of school in the uk. i’m thinking about applying to HMC scholarships next year. hopefully i’ll be able to get a scholarship. what worries me is that it would be to a boarding school.. i’ve attended state schools my entire life, and i have no idea what life at a boarding school may look like. i worry i may not do well, i worry i may have a lack of privacy, etc. it would also be so far away from home. i also worry how people may treat me. i obviously do not come from a wealthy family, i would be a foreigner..
if you’ve ever attended a boarding school please tell me about your experience. or if you work at one. any advice is appreciated
Im 18, currently an assistant manager, soon to be Manager of a bakery. Im currently enrolled in the University of Fredericton BBA but considering dropping it as I've heard alot of negative reviews making me question their recognition. I started and ran a delivery business for one year. And will likely stay in management for another 2 years. Should I drop my course, any apply to a Masters in Business Admin course 2 years from now with my work experience?
I yapped a lot in this post so I added a TLDR at the bottom of this post!!
I was in public school till 4th grade when the pandemic hit, however, during the pandemic my parents were having major marital problems that essentially caused me to become educationally neglected. I was going through extreme mental problems already without including the isolation of the pandemic and then that with my family on the verge of falling apart it just all overwhelmed me, so I turned to ignoring my problems by spending all my time in fandom spaces online and daydreaming having a better life. Once the pandemic ended and my parents decided to stay together my mom basically... never brought up my education? I've always had super bad anxiety when it comes to education (throwing up before school, unable to sleep from endless anxiety, extreme stomachaches that could take my appetite away for days) and while my mother never did physically punish me over school, she would make comments that if I ever went below a b she would, which only made me more anxious that if I asked about my education she would notice that I was slacking and she would punish me,, so I just never asked.
Now I am 16 turning 17 in January and my mom "unschools me" which just means that she let's me stay at home all day, she doesn't provide me with anything to educate myself at all and I moved across the country at 13 so I know no one near me that'smy age that I could talk to about this. She has brought up that I'm going to need to get tested for my GED a couple times these past months but ??? I only have an education of a 4th grader, 5th at best. I guess she's just going to throw me in the testing room and hope it's a 4th grade state test?? Which obviously is causing me to freak out with unbearable anxiety and even worse, I get incredibly frustrated when I don't understand things and I start to sob, so I'm horrified that I'm going to go to a testing center, walk in, flop embarrassingly hard while also sobbing the entire time. I didn't realize I was being educationally neglected until last week when I saw a Tumblr post talking about it, I've done a little digging and I've found a couple reddit posts of people my age talking about being in the same situation and wanting to return to public school,, which don't get me wrong, I am shitting bricks about having to go back to school a be a super senior with a bunch of mean teenagers, but I would like to get at the very least my Highschool education.
So, I'm basically wondering, how do I do that? How would they catch me up to Highschool education? Would it be wise for me to do it? Should I just wait until I'm 18 and try to study for my GED by myself? (Though, I will admit I'm not sure if I have the self discipline to teach myself while utterly clueless) I am my sister's only babysitter rn so I probably won't be able to do it until next year when I am 17-18. I live in North Florida and from what I saw when I did a quick search it is possible to be in highschool past 18!! I don't think my mom will fight me on it based off of a previous question she asked me earlier this year so I'm nervous about basically everything but asking her. I'm mainly posting this in hopes that anyone that has been or is in a situation like this can tell me what to expect to help with my anxiety, but honestly any reply to this post whether it's reassurance or advice!! :]
TLDR: Haven't received education past 4th grade, I would like to go to public school at 17-18. Would like advice and what to expect IF I do go from people that have been in similar situations, however, any advice or reassurance would be greatly appreciated too!!
Just by looking at all different incidents happened and had me thinking. University kind of becoming the breeding grounds for racism or harassment… the institution whether ignored the issue or just turns blind eyes on this, and there has no penalty for the ones who caused this, instead the person who filed the report are getting punished.
For context, I’ve been unemployed since June this yr after being fired from the first job that I actually wanted to stay at. It was in financial aid, the role was very stressful but the company culture made it worth it. The company was based in UT and considering I’m in FL, pay was better. I started at $25 and the rate increased to $27 after the annual review. It was student-facing, and the role that was offered yesterday was a processor role, which is on the backend/ideal for an introvert like myself. The highest that could be offered was $22 (45k annually) based on my experience and that’s quite the difference annually compared to my last role. I talked to my mom and she suggested that I go through with it, considering the job market sucks terribly. I’m not trying to sound ungrateful but considering how I put the last company on a pedestal (even after they canned me) and how I’ll be making less…is just discouraging.
I’ve been living with my mom for the past few years, I’m saving up after selling my condo and looking to eventually upsize. I haven’t received unemployment yet, I’m waiting on the appeal process and it’s still pending. It can take up to 3 months to get an appeal date and I’m still waiting for it to be scheduled. I’ve been receiving food stamps to get some kind of assistance while I’ve been unemployed and have been living off my savings. I just got the offer letter and will go through with it, only because I’m scared about finding a job in the future and this would be my first role in higher education that’s not student facing/most interactions would just be with the staff. Worst case, I can quit if I don’t like it and keep looking like I’ve already been. But I can just hear my dad say “why would you accept a job offer that pays less?”. Thoughts?
After completing 8 grades, students should pick one of 3 paths:
1) vocational school (for trades)
2) straight to College / University (which should be 1-2 years longer to include preparatory years, in which only those things that are required from high school would be taught)
3) straight to work (if someone is happy doing low skilled physical or office work)
Most of the stuff we learn in high school is unnecessary for University and we forget it anyway. And it lasts too long and can be quite hard... to the point that once you're ready for college, many students already had enough of studying.
So better to skip high school, go to college immediately from elementary school, and it should be transformed so that it can accomodate younger students.
I am a year 11 student in NSW Australia (technically year 12 as of next term). I have been passionate about studying science my entire life, particularly marine biology. I've grown up at the beach, surfing and snorkelling. I'm really passionate about marine conservation and love to watch any documentaries and read books that are ocean related. However, every person I speak to who has studied marine biology, or knows someone who has, always tells me about how competitive the field is, and that most end up doing tour guides on boats. Fun as that sounds, would really love to be actually doing science and research projects. The Australian government website says that there are only 760 employed marine biologists in Australia.
In the past few years I have become really interested in mycology. I've been reading lots of books, watching documentaries, taken courses and seen Merlin Sheldrake speak. It seems like such an understudied field with a lot more jobs than marine biology seems to have. However, I'm not sure if I would have to permanently live away from the coast if I pursued this path.
I'm really torn and I feel like I have to make up my mind soon so I know what degrees to apply for. Does anyone have any advice for which Universities are best for each degree and/or if there are double degrees that might allow me to do both? I don't really understand the application process, I know you can apply for early entry in year 11 but my school hasn't told me anything about it. I just don't want to miss the window.
Extra info: I take year 12 maths advanced and Chemistry, and year 11 biology, physics, and advanced English. I am a high achiever, so getting the required ATAR for these degrees shouldn't be an issue. Scholarships would be great.
