I hate to admit that I'm not impressed with the program at all so far.
Based on ds's age, he was placed in the 4-5 grade program and they consider him a 4th grader.
I don't know... It just feels like someone's beta tester program instead of something really worth the $530 it cost me total to enroll him. I must admit that I'm kind of spoiled by the cool interactive features and "real" voice of Teaching Textbooks which is a fraction of the cost.
I'm trying to keep an open mind, but it's just not all that exciting or enriching to ds and I. I'm also not impressed by the boring nature of the correspondence from his professor. These are kids! The least they could do is liven it up a bit.
I hate to even admit this since I was so excited for ds to do it. Anyone else having mixed feelings?
Well, we're 1/2 way through (time-wise--he started March 1) and we've finally finally reached something that is slightly challenging to Erik (emphasis on slightly), and he's nearly through the K-3 level (I think he's at 2.75).
I do think it's a flaw of the program to put them in based on age, regardless of ability. Some of what Erik has had to do is really below him (and I would have considered below 1st grade level). I'm keeping an open mind, though, since he's now getting challenged.
Now, we have never done TT. I think we'll need to switch to it at some point (when they get out the 5th level--haven't checked in awhile), because he'll go through it relatively quickly, I think. But it's exciting enough for Erik, and it's finally getting enriching. It's certainly not the most exciting thing ever, though!
Correspondence is a non-issue for him--he really doesn't care. But it really is boring (normally says "Great work, Erik!")
At what level do you think his math really is? I wonder if they would move him up if he continues to be not challenged by it... I was willing to slog through it since Erik wasn't complaining, and I knew he'd finish the level well before the 3 months was up, so we could move on.
For math, I'd put him anywhere between 6th and 10th probably. There is some abstract thoughts that are still developing which is the only reason why I've been holding off from starting Algebra. I know he could do the computation, but I'm not sure he's made the mental shift from gradeschool math to higher learning math. He's almost there.
I guess I'm just thinking about the $$ aspect too. I'd rather spend the $180 on TT and supplemental programs, instead of the $$ on EPGY.
I do like the idea of it being part of Stanford though, and planting the seed that college is out there and he can be a part of it.
I do also like the aspect that *I'm* not directing it, does that make sense? It's documented somewhere else that he's doing well at math, and though I know it's just as credible from me, I think it will be good to have it from an outside source since he's so advanced. I'm not sure if that makes sense.
I am glad to know there are no "holes" in his early math, too, which I wasn't completely sure about.
We enrolled Tucker and he's bored out of his mind. He loves math -- loves it, but he does not like to do things that don't challenge him. I keep telling him it'll get harder as he goes on, but right now it's becoming a struggle and I don't like that. So not sure what we'll do.
And the $$ -- don't get me started about that. All in all, it's been a disappointment.
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Heather, I re-read your question and realized that I misunderstood. You asked what grade level his EPGY math is, not A's personal level.
His EPGY is solidly 5th grade I'd say--Nothing special about it as far as I can see.
Jen, I'm sorry Tucker isn't liking it. A. is actually liking it ok, but I'm just questioning its validity in his education based on the price and the quality of the product. I do have to sheepishly admit that I don't fully understand the logic section without really concentrating or writing stuff down. However, he gets it nearly instantly. That feels weird!
Heather, I re-read your question and realized that I misunderstood. You asked what grade level his EPGY math is, not A's personal level.
His EPGY is solidly 5th grade I'd say--Nothing special about it as far as I can see.
Jen, I'm sorry Tucker isn't liking it. A. is actually liking it ok, but I'm just questioning its validity in his education based on the price and the quality of the product. I do have to sheepishly admit that I don't fully understand the logic section without really concentrating or writing stuff down. However, he gets it nearly instantly. That feels weird!
I didn't reread what I wrote, but I actually did mean the first--is he even close to the level at which he's currently working at EPGY. The answer is not really.
Erik isn't very consistent in the program--he probably averages twice a week right now. But he's still moving through quickly. When he gets to something challenging, I'll have him work more often. He'll move to the next level before this paid session is up.
I talked to Dh about it again tonight and unless they will let Tucker go up to the level he is actually at, we won't re-register him. When he was accepted, he was put in the K-2 level (because he's 6). I talked to someone and explained that he was doing Singapore's level 4 but they said it didn't matter.
I guess I have no complaints about the actual program, since I have no basis to compare it to how it might challenge him if he were enrolled in a level that he actually was at, not based on his age. Does that make any sense?
Jen, I would totally email his instructor and ask for him to be moved up. How far is he in the K-2? He's getting most of it right, I'm sure...
I don't "do" math with Erik very much at home, since he's in school. I can imagine if he'd consistently been working at home in math that far ahead that it would be sooo tedious to go through this. They really need a better policy for homeschooled kids--both of your kids aren't just gifted in math, they are already DOING WORK that far ahead. I think there's a big difference. While Erik's mathematical concepts are far ahead of where he's at, he hasn't been actually doing the work, kwim?
You know, that is a really good point Heather. Incidentally, my ds was where Erik is for several years since we didn't do book work.
I think it is accelerated because it moves quickly. In many of the traditional school curriculums, and particularly the one we have used the past couple of years, there is a nearly one full week for a concept. In this respect, EPGY tosses out a concept and some problems, and the kids just do it. That is great for kids who just need more than they might be getting.
We just haven't worked that way for the past year so it is hard to start.
For math, I'd put him anywhere between 6th and 10th probably. There is some abstract thoughts that are still developing which is the only reason why I've been holding off from starting Algebra. I know he could do the computation, but I'm not sure he's made the mental shift from gradeschool math to higher learning math. He's almost there.
I guess I'm just thinking about the $$ aspect too. I'd rather spend the $180 on TT and supplemental programs, instead of the $$ on EPGY.
I do like the idea of it being part of Stanford though, and planting the seed that college is out there and he can be a part of it.
There's no right answer I suppose.
This is where I feel Nathan is, too.
In the past few weeks he's gotten to *some* more challenging stuff - but some of it is stuff we did last year (long division with 2 digits). Bt even the stuff he has to think about he GETS very quickly. It's getting to more logic, which is where Nathan could use some more practice. The computation work, he can get after being shown a couple of times... so he flies through those.
Nate could care less about the correspondence. sigh.
For us, right now, it's working really well and I am glad we are doing it. BUT... I got a pretty good scholarship, so that helps with the money aspect. I will probably keep Nathan in this because he enjoys it, and I can see him getting the concepts.
But Stacy, I bet he's going to fly through for a while then hit some stuff he isn't so sure about and is new.
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Jen, I would totally email his instructor and ask for him to be moved up.
Today Dh exchanged a few emails w/ him. It sounds like they'll let T take the final exam and if he gets >85% they'll let him move up. He said that he is hesitant because T is so young. Which I totally understand. But he doesn't sit here w/ a kid that is doing advanced geometry, talking about parallelograms and quadrilaterals.
Anyway, didn't mean to hijack your thread, Stacy. I was just voicing my frustrations as well.
Jen, I'm so glad! Stacy, I wonder if you could do the same...
Erik's so close to the end of this one, that I'm willing to wait it out. I know he'll be learning a lot in the next level (or at least, he'll have more challenges)
I'll have to think on it. I may do two blocks and see what happens.
Since I don't get a scholarship, I'm leaning more towards spending the money on other math programs after that, and perhaps persuing it again in a year or two as a part of a higher level math program.
Oh, I also realized today--in the early part that was really way easy for Erik--I would sit with him and type in the answers for him. It helped him stay focused. I always put in his answer, even if it were wrong, but somehow it made it easier for him.
Now he's in 3rd grade level on all areas (as of tonight). I realized that tonight he didn't ask me for help even once. Some of it is still really easy, but there's enough that's at least interesting that he's getting into it.
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