My online storage system has recently allowed for the sharing of files publicly, so I’m testing it out with an electronic copy of the CD that was handed out at the KWCHEA conference earlier this year. You can now download one big zip file at the following link:
Download of KWCHEA CD package

The file will have to be unzipped or decompressed using any standard program. Then you should see 6 folders which all contain a bunch of pdf files:

- Articles Written by Sarah
- Ontario Ministry of Education High School Resources
- Ontario University Admission Policies 2010 (all were updated as of spring 2010 for admission in fall 2010)
- Open Universities (information about Canada’s open universities available to Ontario Students)
- OUAC e-info information on all universities and programs (Ontario institutions)
- Standardized Tests for University Admission (including SAT, AP, CLEP and ACT)

Let me reiterate: this is not leisure reading. It’s boring. It’s not particularly pretty. But, if you are applying to university in Ontario as a homeschooler without a traditional high school diploma, I can’t think of any information you need (before you get to the point of speaking with individual universities) that’s not included here.

I also want to be perfectly clear: everything except the articles written by me is freely available online. I’m not claiming to have authored this material; I only compiled it because frankly, some of it is pretty darn difficult to find on your own. You’d be amazed at some of the navigation paths, file names and various educational jargon that industry professionals think makes sense. There’s some information here that even I had to pull my hair out to find online, so my goal was simply to put it all in one place for those who have neither the time nor the inclination to track down the information for themselves.

As this information is available freely online, there is no copyright infringement by providing it to you. Some of what’s included are simply screen shots from websites, and in that case, it’s enough to provide you the basics of what you need to know, but also provides you with the website address and how to get there yourself to get more information if you need more than the basics. And, since this information is freely available online, I have not sold nor are you allowed to sell the contents of this file. I was not financially compensated from KWCHEA in any way for this project. (They offered to reimburse me for my time, but I insisted that any money they had should go towards creating as many CDs as possible for free distribution.)

By downloading this file, you acknowledge that this file may not be sold and agree not to sell this file. It simply hasn’t been created in such a way to make that legal, as it was never my intent to receive compensation for this work. But, I hope you’ll share it freely.

I believe the contents are extremely accurate, but of course, mistakes happen. Please do let me know either by email or in a comment below if you find an error. Also feel free to let me know how you’re using the information, or if there’s anything I haven’t included that you think would be helpful, and I can consider that for version 2.0.

Depending on your browser, the link above may initiate a download automatically, so be prepared for that. The file is safe to download, but if you experience any problems please do let me know and I’ll take immediate action.

But, homeschoolers pose an interesting problem to post-secondary program admissions because they often want to attend these formal, accredited programs after an informal or unrecognized course of study in the high school years. Certainly, most people use a high school diploma to gain entrance to these programs. But just because most people do it, does that mean it’s required?

So, before I answer the common question, “How do I get a high school diploma as a homeschooler?” I thought it would be a good idea to make it clear that, depending on your situation, you might not need a diploma at all.

ARE YOU ASKING THE RIGHT QUESTION?
People often write me asking how best to go about earning a high school diploma in their particular situation. But, for most people, the high school diploma isn’t really what they want.

What they really want is to open the doors that a high school diploma typically opens. Do you want a high school diploma for its own sake, or do you want to get into university? Do you want to qualify for a particular college program or internship?

Furthermore, if you could achieve that larger goal without a high school diploma, would you still want to focus on the high school diploma?

ONLY YOUR MOST ADVANCED EDUCATIONAL CREDENTIALS MATTER
If you plan to earn a university degree, no one will care about your high school credentials. If you plan to earn a professional degree (law, medicine, teaching) or a graduate (Master’s, PhD) degree, few will even care about your undergraduate (first) university degree.

If you are not planning on attending college or university, then you will likely want a high school diploma (or GED, an equivalent exam-based credential). Most jobs require at least a high school diploma or GED, and without credentials of higher education, the high school diploma becomes more important.

But, if your goal is a university degree, then the question you should be asking yourself is, “What do I need in order to be accepted into university?” Fortunately, we already know that most Ontario universities will admit you without a high school diploma as long as you have fulfilled their other admission requirements. (And, an “open university” such as Athabasca University will admit you without any prerequisites.)

But what about advanced degrees and professional programs? The same reasoning applies: if your goal is law school, start your educational planning by asking yourself, “What do I need in order to be accepted into law school?”

WORK BACKWARDS TO FIND THE PATH OF LEAST RESISTANCE
The typical educational path to law school looks something like this:

high school diploma -> university degree -> law school

But, did you know that a university degree is not a pre-requisite for law school? And, since a high school diploma is not required for university entrance, neither credential is actually required for admission to law school. (There are educational requirements that you must satisfy, but neither a diploma nor a degree is one of them.)

This doesn’t mean that you shouldn’t consider a high school diploma or a university degree if you want to go to law school (or medical school, which has a similar entrance process). But it means that you have options, and you may wish to explore them to find the path of minimum formal schooling that will allow you to focus on your education instead.

JUST TO GO TO UNIVERSITY? THE SHORT ANSWER IS, “NO!”
We do know that there are several ways to get into university without a high school diploma, but some college or technical programs may not support these methods. In short, though, if your educational path relies on a university education, then you can feel confident that you can avoid a high school diploma if you so desire.

RULE OF THUMB BASED ON THE LEVEL OF STUDY YOU EVENTUALLY WISH TO ACHIEVE
High School Education, but nothing further:
While you may never need formal proof of your high school level studies, there is a good chance that at some point you will want to present formal educational credentials to an employer, an investor (if you start your own business) or to an organization (if you must meet certain criteria* to join or volunteer). Of course, you can still be admitted to university if you find you do need credentials down the road, but it will typically take years to earn a university degree. If you need a piece of paper, and need it quickly, you’ll probably choose to write the GED exams instead. Even then, there is studying involved and waiting until a test is offered, so be aware that while your opportunities may not be limited, the speed with which you can act on them might be.

Undergraduate Degree (your first university degree):
No you do not need a high school diploma because alternative admissions are possible.

Professional degree (law, medicine, teaching, veterinary):
You need some level of university study, but since you don’t need a high school diploma to get into university, therefore no you don’t need a high school diploma for professional programs, generally speaking.

Graduate Degree (an advanced academic degree such as an MA, MSc, PhD):
You need an undergraduate university degree, but since you don’t need a high school diploma to get into university, therefore no you don’t need a high school diploma for graduate degrees, generally speaking.

College/Technical/Apprentice Programs:
In Ontario, these programs often do require a high school diploma unless you wait until age 19 or 21 (depending on the school) to apply as a mature student. Read admissions information carefully and look for “high school diploma or equivalent” to see whether there may be a loophole or some flexibility.

JUST BECAUSE YOU CAN BUCK THE SYSTEM DOESN’T MEAN YOU SHOULD
As you can see, it is possible to follow an advanced academic career without a high school diploma through alternative entrance to an undergraduate program.  But, it is important to make sure that the alternative path you choose is actually preferable to simply earning the high school diploma.

Some people will prefer being assigned a curriculum, having lessons planned and work graded externally to the more independent options such as studying for standardized tests. Some students will benefit from the social experience of attending a high school (even if only in an “it’s like watching a sociological experiment” kind of way!) and others may find that the high school really is the resource hub of the community with the best music, athletic or science equipment, and therefore opportunities, in town.

Responsible academic planning is as much knowing when to take advantage of a well-worn path as it is knowing when you can safely cut corners.  As always, think about which path offers the best combination of challenge and support for your child; a solid high school education requires both.

====================
* a local husband-and-wife bowling tournament in our old neighbourhood required you to submit a marriage license with your application to prevent contestants from pairing up with ringers. So, you just never know when you might need an official piece of paper!

The answer to this question depends in part on how your intend to enter university.  Below you’ll find some general tips and suggestions for your high school program that address credit courses, standardized test prep, “top six” and portfolio-based options.  Of course, these are just some general, brief guidelines to get you thinking about the process.

To earn the OSSD: start taking credit courses in “Grade 9” and plan to take roughly 6 – 8 credit courses per year for four years.

To write Standardized Tests (SAT/ACT): follow a challenging English/Math program of your choice through “Grades 9 and 10” and begin specific test prep in the fall of  “Grade 11.”

To take 12U credit courses (“Top Six”): follow a challenging English/Math program through “Grades 9 and 10” and begin with one or two 12U credit courses in fall of “Grade 11.” Finish the rest of the six courses in “Grade 12.”

To prepare a Porfolio: document activities (begin to prepare a transcript with course names, descriptions, lists of texts used, tables of content followed) starting in “Grade 9.” Start producing samples of graded, admission-level work (projects, essays, tests) in “Grade 11.”

To enter an open university directly: follow a curriculum according to interest and ability in “Grades 9 and 10.”  Choose more challenging/advanced programs in areas of future specialization.  For interests in humanities, develop solid writing skills early.  For interests in social studies, develop advanced reading comprehension early.  For interests in math/science/engineering/technical areas, develop solid math skills early.  Begin your first course or two in “Grade 11.”  Choose an area of strength or interest to start.  Look ahead to courses you might take over the next 2 years and if need be, study specifically to prepare for those courses.  Complete 4 – 6 courses over the course of 2 – 3 years.  Then, decide whether to continue studying by distance or transfer as a university transfer student to a traditional university setting.

General Admissions Timelines – “Grades 9 and 10”

Decide on an admissions strategy to aim for: Standardized Tests, 12U credit courses (“Top Six”), Portfolio/Transcripts, Mature student entry, transfer from an open university

Research admission policies: Homeschool policy already in place? Homeschool contact person at university? Contact universities to confirm policies and establish relationship.

Personal thinking/planning about future

• Am I a “science” person?  A “history” person?
• Do I have a specific profession in mind?
• Do I want to attend university right after high school?

Begin formal documentation for portfolios/transcripts

• Consult Ministry of Education course descriptions for curriculum topics by grade
• Collect samples of work, externally-evaluated if possible
• Keep exhaustive list of activities and use edu-speak to translate into courses

Start regular, academic writing

• Argumentative/persuasive writing
• Report writing
• Grammar and style
• Research and documentation
• Organization and structure

Analysis of texts and literature (fiction and non-fiction)

• Reading for meaning and content
• Understanding tone, perspective, and bias
• Use of figurative language
• Themes and character development in works of fiction

Regular diet of pre-algebra/algebra

• Basic arithmetic and order of operations
• Integers, fractions, decimals
• solving equations
• rate, ratio, percent and proportion
• linear and quadratic functions
• linear and quadratic equations and systems of equations
• analytic geometry
• polynomials and factoring

Establish/Develop areas of academic interest

• Having an “academic speciality” can go a long way to being noticed as a university applicant.
• Put together your own “survey course” in a particular field
• Explore professional/industry/career organizations in that area and familiarize yourself with their suggested links/resources

“Grade 11” – credit courses or personalized study program for standardized tests

Attend university fairs (usually in the fall)

Visit university campuses – when students are there!

Language Development

• Continue regular writing and revising – style and sentence variety
• Work on improving, enriching vocabulary – consider studying lements of Latin, Greek
• Read challenging texts, including those which are open to interpretation
• Studies in current events/world issues
• Elementary Logic, especially logical reasoning and fallacies for the purposes of evaluating arguments, identifying faulty reasoning
• Traditional Grammar Study for clear, concise communication

Mathematics Development

• Humanities students: Continue studies from Grades 9 and 10, working towards proficiency in these skills, and/or SAT preparation
• Business students: this should be a pre-calculus year with an added emphasis on statistics and probability—if  possible, write AP Statistics exam this May—(or with the intention of pursuing this next year)
• Social Science students: studies from Grades 9 and 10, working towards proficiency in these skills, and/or SAT preparation with an emphasis on statistics and probability (or with the intention of pursuing this next year)
• Science students: this should be a pre-calculus year (physics students should also consider this a pre-linear algebra year)
• Math/Computer science students: this should be a pre-calculus and pre-linear algebra year. Completion of the equivalent of 11U Mathematics (Ontario) or Algebra 2 (U.S.) should be the goal.

Standardized Test Route

• Start prep for SAT (and any AP exams) in the fall
• Write SAT (May or June)
• Write one or two “easier” AP exams (May)

Credit course route

• Take one or two 12U courses in first semester (easier ones)
• Take one or two 12U courses in second semester

Research universities – Method A:  By School

• Close to home vs. far away?
• Finances and Scholarships?
• Size of campus/classes?
• Size of city/town?

Research universities – Method B:  By Program

• Where is the program available?
• Co-op or internship possibilities?
• Specialization or general?

“Grade 12” – STANDARDIZED TESTS or 12U courses
Visit OUAC website in the fall

• Contact OUAC in September re: applying as a home schooled student to receive appropriate login information or paper applications
• download copy of INFO (available late Sept/October) for specific program requirements and application information

Language Development

• Read and respond to challenging, classical texts – explore the universal themes of classic works and the elements of language used by the author to communicate his or her message
• Use academic journals (instead of newspapers) to explore current issues
• Choose some subjects to be studied “from the textbook” and develop the skill of learning independently from a textbook (perhaps choose a text you may be using next year in university – e.g. intro to psychology)
• Attend local seminars held by museums or local colleges/universities
• Join or form a book club with deadlines for reading and discussion dates

Mathematics Development

• Humanities students: No further mathematics is typically required beyond studies from Grades 9 and 10, and/or SAT, but you may wish to consider preparing for a SAT Subject Test (Math I) or your university program’s breadth requirement in math/logic/statistics
• Business students: study calculus (formally or informally) this year with an added emphasis on statistics and probability if not previously studied.  Plan to write SAT Subect (Math I or II) test and/or AP Calculus  & Statistics in the spring, if not previously written.
• Social Science students: plan to write SAT Subject Test (Math I or II) and AP Statistics in the spring, if not previously written.
• Science students: study calculus (formally or informally) and possibly linear algebra.  Write SAT Subject Test (Math II) and/or AP Calculus in the spring
• Math/Computer Science students: study calculus and linear algebra (formally or informally) with the intention of writing SAT Subject Test (Math II) and/or AP Calculus.

Standardized Test Route

• Revisit prep for SAT in the fall if you wish to rewrite this year (Before Dec.)
• Start AP and/or SAT II preparation in the fall
• Write AP exams (May)
• Write SAT II subject exams (Spring)

Credit course route

• Take two or three 12U courses in first semester (ideally, have 6 done!)
• Take one or two 12U courses in second semester, if desired/necessary

Other academic options for Grades 11 and 12

• Volunteer placements
• Internships, job shadowing
• Online university/college courses (for credit or “open study” such as MIT)
• Competitions and contests (e.g. music, academic)
• Special camps/activities hosted by universities or community groups
• Offer tutoring and/or mentoring to younger students
• Outside certification courses (e.g. cooking, technology, athletics, public speaking, technical writing, swiming) in areas of interest and/or teaching classes in these areas
• Specialized research project

Ontario Universities’ Fair – http://www.ouf.ca/ ~ Sep 26-28, 2008 at the Metro Convention Centre in Downtown Toronto.  This is the big, annual university fair.  Keep in mind that this is not the place to get serious answers to your questions or spend any quality time with an informed admissions officer.  But, since the universities consider this to be a huge marketing opportunity, you’ll be able to bring home lots of written material, probably pick up some swag, and those little “fill this out to receive more info about . . . ” cards will be taken seriously.

Note: The “Canadian University & College Fair Annex” will be held at the same time, in the Skywalk between the MCC and Union Station. Only Ontario universities have booths inside the MCC. Read more at http://www.studentlifeexpo.com/.

In related news, Maclean’s will be hosting a “virtual” university fair on October 22, 2008.  All info will be archived and accessible on the website for 90 days after the event, but live chats and other interactive features will only be available on October 22.

Diploma:
1. an official or state document
2. a writing usually under seal conferring some honor or privilege
3. a document bearing record of graduation from or of a degree conferred by an educational institution

It’s not exactly clear-cut, but the implication behind the word diploma is that it has been awarded to the recipient by someone with the explicit power to do so.

WHY I TAKE ISSUE WITH THE PHRASE “HOMESCHOOL DIPLOMA”

Here’s why I don’t like the phrase “homeschool diploma” (and I know many people find my site by searching that phrase, so I’m not just making this up!):

The family unit does have the power to confer some honor or privilege upon a child who has, in the family’s mind, successfully completed high school.

But, the family unit does not have the power to confer upon said child an award that others outside the family are forced to acknowledge.

It is misleading, I believe, to represent yourself as having earned a “high school diploma” because that phrase carries with it the understanding that a government-approved organization assessed and granted diploma status. In other words, if it came off your own printer, how “official” can it really be?

HOW DO HOMESCHOOLERS GET A HIGH SCHOOL DIPLOMA?

When I speak on the topic of university admissions, I’m often asked how homeschoolers “get a high school diploma.” The reality is, many homeschoolers do not get a high school diploma. And in fact, by definition (according to the universities), if you have a high school diploma, you are not a homeschooler!

If you go through the homeschool admission policies of the Ontario universities, you’ll notice that while you may be asked to provide a transcript, or portfolio, you will not be asked to submit a “diploma.” That’s because universities do not recognize diplomas unless they come from a government-accredited source.

And most importantly, a homeschooled applicant is one who by definition does not possess a government diploma. So, the university is not expecting you to present any diploma whatsoever. This is why you’re considered a homeschooler, and this is why you’re presenting a portfolio, or standardized test results or some other requirement that is not required of traditionally-schooled applicants.

BUT MY CHILD IS ENROLLED IN AN OUTSIDE PROGRAM LEADING TO A DIPLOMA. AM I STILL CONSIDERED A HOMESCHOOLER?

Now, I have had this discussion with others re: “diplomas” that come at the end of comprehensive curriculum programs, mostly those available out of the U.S. and completed through distance studies.

One mother was adamant that her child’s university “accepted” this diploma. The reality is, and it’s a fine distinction so bear with me, the university accepted the child, who happened to have this diploma when he applied.

While the university took this diploma into consideration, and subsequently decided to admit the student, this does not mean that this program’s diploma is “recognized” or “accepted.” The university is not allowed to recognize a non-government-accredited diploma as fulfilling the “does this kid have a high school diploma?” requirement. Note that a government approved diploma can be from *any* government, not just a Canadian province. But, it does have to be awarded by ultimately an organization that is under the jurisdiction of a country’s own education system, not a private curriculum company.

That being said, there are some correspondence diplomas from the U.S. that are government accredited. In fact, the very first time I spoke at the KW conference, we discovered that two members of the audience were following a program that led to an official state diploma from the U.S. This meant that, in the eyes of the universities, these students were not homeschoolers because they had a government diploma to present. So, the specific program you’re following makes a huge difference. (More about these U.S. programs later.)

WHAT YOU DON’T KNOW ABOUT DIPLOMAS, AND WHY YOU’RE OFTEN ASKING THE WRONG QUESTIONS AND THEREFORE GETTING THE WRONG ANSWERS

Here are some of the misconceptions I’ve encountered over the years:

FACT: A diploma is ultimately just a piece of paper signifying an academic honor or achievement. The diploma is not the high school education itself. If you homeschool, you may not receive a diploma for your work. To put it bluntly, get over it! What I mean is, separate the diploma from the education in your mind, and focus not on achieving the diploma at all costs, but rather achieving your life goals (e.g. university admission), then decide whether the diploma is absolutely necessary. Recognize that not every life goal requires a high school diploma, and in fact, some goals are more easily attained without said diploma. When you’re on my website, remember that my primary concern isn’t earning you a diploma — it’s getting you into university, and all advice is given within that context.

FACT: A diploma carries with it the underlying assumption that whoever issued the diploma has been approved by the government to hold the power to certify and acknowledge academic achievement, and this is what allows diplomas to carry universal recognition. This is why not everyone can have a diploma for doing just anything, no matter how worthy it is. Again, get over it! You are not entitled to a government’s seal of approval if you did not do what they specifically require for a high school diploma. The good news is, people like me have been working for years so that this lack of a diploma isn’t an obstacle when applying to university.

FICTION: You need a high school diploma before entering post-secondary studies, so even if you’re 23 with a lot of life experience, you should be figuring out how to go back and get those high school credits that you’re missing so that you can apply to university.
FACT: Apply as a mature student, or to an open university. Don’t waste your time with high school credits unless you really feel you are lacking the academic knowledge/confidence and specifically want to study at the high school level.

FACT: When universities use the phrase “high school diploma” they mean only diplomas issued by government accredited organizations. It’s important to realize that, in Ontario as in many other government jurisdictions, there is only one recognized high school diploma – the government one. All accredited schools (public, private, independent, correspondence) issue this same diploma, not an “equivalent” diploma, but the exact, same one. That’s what being accredited means — given the authority to issue the government diploma.

FACT: People will prey on your innocence/ignorance surrounding diplomas. A few years ago, I overheard one vendor at a large homeschooling conference in Ontario describing his program’s “diploma” to a parent. Words and phrases like “equivalent” and “our kids get into university just like everyone else” are misleading when the audience doesn’t realize two key points. First, there is no such official thing as an “equivalent” diploma. That’s not an official term and no one regulates what is “equivalent” to ensure that it really is like the original. In other words, having an equivalent diploma still means that you don’t have the traditional, government high school diploma. Second, while students with these equivalent diplomas may “similarly get into university” they certainly do not “get into university in a similar way” to kids with the government diploma. While there’s nothing necessarily wrong with using an unaccredited program for your high school years, there *is* something very wrong with using verbal sleight of hand to make people think that your diploma “counts” as what we have come to know as a “high school diploma.” And, this is a huge difference. It’s the difference between applying as a homeschooler and applying with the traditional high school diploma (which, if you had, would make you not a homeschooler in the eyes of the universities).

FICTION: All Ontario high schools offer the government diploma, in other words, the one that is recognized.
FACT: In Ontario, all schools that have chosen to “register” with the government will be listed in database which can be searched here. But, not every school listed is permitted to issue high school diplomas. In other words, not every “registered” school (here’s my application fee) is an “accredited” school (permitted to grant the government high school diploma). Look for the indication “Offers credits towards the Ontario Secondary School Diploma” in their listing.

FICTION: Any correspondence diploma from the U.S. is one way to “get around” not having an Ontario high school diploma.
FACT: In the US, there is an extra layer involved in government accreditation. There are about half a dozen “accrediting organizations” that have government approval to accredit individual schools and school boards. So, when using a curriculum from the United States, it’s important to first find out which organization issues the school’s accreditation, and then determine whether this organization is one of the government ones. There are accrediting bodies in the United States who have not received government approval to accredit schools for the government diploma, meaning that the individual school or program can claim “certification” for its diploma, but just not government certification, which is what Ontario universities will demand. Be careful, there are some well-known names out there whose diplomas are not recognized by universities. This doesn’t mean that the universities won’t consider the academic achievement involved in obtaining them, but these diplomas are not stand ins for a government diploma.

FICTION: You need a high school diploma to put on your resume after graduating from college, university or other post-secondary education/training.
FACT: If you are continuing on to post-secondary education/training, that is the education that should be represented on your resume. Not having a high school diploma when you already have a university degree or college diploma should not ordinarily present any problems to you in the job market.

But, I do still very much enjoy online communities, and I had this crazy idea: since I’m usually in email contact with a lot of universities about their policies, what if I could bring the admissions people into the discussion?

So, I did a very brave (stupid?) thing. I emailed them all. I told them about the community I was forming. I gave them carte blanche to go ahead and advertise the heck out of their schools and programs. What do I care? They should *want* to advertise to you, to attract this segment of the population. In exchange for providing first-hand answers from the schools themselves, I thought the trade-off was a no brainer.

Now of course, I had to email them with the idea — because none of you were there yet. So, admittedly, I led them to the board, but there was not much for them to do. I told them that I was going to give them first crack at the board, and they could post a welcome message from their school, links to their site . . . whatever they wanted. And, that over the coming weeks, I would then mention the site here and at the upcoming Ontario conferences.

A couple of schools wrote me back and said they thought it was a great idea. Some have indicated that welcome posts will be forthcoming. One school (and if you want to know who, you’ll just have to visit and find out for yourself!) has posted a welcome message already. I can tell by the activity log that probably about 8 universities have visited the message board, but not posted.

I’m going to assume that some universities need to see people there first before they’ll know how to get involved, so I now unleash you upon them. Visit the site and ask your questions, and see who comes! There are specific folders for each school so that information can be easily tracked. If a school is slow to respond, then I’ll gently inform them that they have questions waiting.

And, perhaps it would be a nice gesture to acknowledge the school who was first to post, even before any of you guys showed up, by posting in that area, too.

These message board things are a tricky business. I know there’s nothing sadder than a low-activity board, but not only did I want a place where people could compile their information and experiences by school, I wanted to get the schools in on it, too. I think we can do that, if you make it worth their while by posting.

Not sure what to post? Feel free to introduce yourself in the general area. But also, remember that the schools probably aren’t going to know what to post either. Why not ask them something that’s not on their website — how many homeschoolers did you admit last year? How far in advance should a homeschooler contact your university? What’s usually the most difficult part about dealing with a homeschooler’s application? What can we do to make the application process smoother?

Statistics tell us that over 90% of people only visit boards and never post. But, I’m asking you to bite the bullet and share *something.* It can be a new question or in response to something already written. (I’m putting shorter “fact sheets” up there that aren’t meant to be comprehensive, but basic starter guides for different topics.) It can be something you’ve learned, or an experience you’ve had in the university prep/admission process. If you’ve looked into university admissions at all, you have something valuable to share with others just starting out.

So there you have it. This board might suffer the same miserable fate as most out there, but I hope that, when you go looking for info about Ontario universities, you’ll go there. Either ask your question directly to one of the university reps or post what you have found in other sources. Join us here:

http://messageboard.rainsberger.ca/index/

What can I say? That would make me happy.

There are several ways to choose a university, and just as many sources of information with which to make your decision.  Students and parents stress over making the “right” decision, but chances are, if you have focused on the right sources of information, and made your choice for the right reason, you’ll make a good decision.

Student surveys are interesting sources of data, but of course, their usefulness can be somewhat limited.

It may be handy to know that most students are able to successfully register in their first choice of courses, but how good was that selection of courses in the first place?

If a large portion of students indicate that they are getting “personal attention” from their profs, does this mean that professors are accessible, or does it mean they’re swamped with superficial interactions about what’s on the exam and don’t have the time to explore your research interests in-depth with you?

Does the level of involvement in campus activities reflect more on the activities offered by the university, the socioeconomic level of the students (who may have to choose work over involvement) or even the city the university is located in (university-sanctioned activities might not be the social hub in a large city; in other cities, the university activities might be the only offerings)?

Just because the survey results could be interpreted in a variety of ways doesn’t mean you should ignore them.  More useful (and more fun, says the former math tutor) than simply taking the results at face value is to use surveys like to explore notions of statistical validity, significance and bias.  Asking what could be producing the observed results is often more interesting than the results themselves.

For example, one question asked in the 2007 survey was, “If you could start over again, would you still choose to go to this school?”  Would a high percentages of “yes” votes necessarily indicate that this school should be at the top of your list?

The implication of a “yes” vote is that the school is so good that I would choose it again.  But, there’s so much that goes into such a simple question.

For example, if I were asked that question, I would say absolutely yes.  I would choose Glendon again if I knew now what I knew then.  But, depending on why I say yes, you may find that a yes for me would be a no for you!  How do you know that someone is answering yes based on characteristics of the school that you would experience in a similar way?

There’s also a kind of response bias in that question.  How many people are so dissatisfied with their current situation that they would redo a significant portion of it differently?  Choose a different school?  That means you wouldn’t have met your university friends.  You wouldn’t have had those frosh experiences.  You wouldn’t have that local hangout.  That’s really a lot to give up.

Do you want to admit that your life is so messed up that you need a do-over?  Don’t some of our fondest memories also come from hugely stupid mistakes that we endured and lived to tell?

Remember, 90% of people at “school x” might be happy there, but many schools attract certain types of students in the first place.  If the school doesn’t seem like the place for you, then that high satisfaction ranking was probably given by people unlike you, and might actually signify that you’d be dissatisfied at that school.

A better way, then, to interpret student satisfaction rankings might be this: of the students who initially thought that was the best school for them, these questions confirm or refute their preconceptions of that university.

Perhaps then, high satisfaction rankings can best be seen as success of the university marketing departments.  After all, they sold their incoming students on a particular image of the school.  High satisfaction would probably mean that the experience was as promised.  And, that’s a good thing, because that helps you feel confident that what they promise is what they deliver.

So, examine the results but take them with a grain of salt.  Use the questions (not just the answers) to help refine for yourself exactly what you’re looking for in a university and find other sources of information (university literature, campus visits etc.) to present a more complete picture of the schools.

I am very, very pleased to announce that (including private correspondence with me) we are now at 100% participation in the homeschool university admissions game!

Although Ryerson’s policy is not currently on their website (and I’ve learned through my discussions with Admissions departments that there can be a variety of legitimate reasons why such information doesn’t get posted there), admissions representative Charmaine Hack assures me that “Ryerson has been and continues to be, pleased to consider home schooled applicants. ” She forwarded me the admissions document in use by Ryerson, and is very eager to receive questions and feedback concerning their policies.

Ryerson University ~ http://www.ryerson.ca/

350 Victoria Street | Toronto, Ontario, M5B 2K3 | (416) 979-5000

Admissions Website: http://www.ryerson.ca/undergraduate/admission/index.html

Home School Admissions Page: not available

Below is Ryerson’s most current policy, but of course, this is an internal document and may be updated without our knowledge. Please contact Ryerson for the final word on their admissions policies, but it will probably continue to look a little something like this:

RYERSON UNIVERSITY
HOME SCHOOLED APPLICANTS

Admission Requirements
Ryerson encourages and is pleased to consider applications for admission from home schooled candidates.

Home schooled applicants do not require completion of the Ontario Secondary School Diploma (OSSD) or equivalent, but are required to provide official evidence of academic achievement in secondary education, as follows:

From Ontario, completion six Grade 12 U/M courses, including program-specific subject prerequisites is required. The minimum average required by Ryerson University is 70%.
Alternately, applicants may present equivalent credentials from other Canadian provinces or final results in Advanced Placement (AP) or Advanced Level courses in the General Certificate Education (GCE) examinations.
Results of standardized tests such as the Scholastic Aptitude Test (SAT) with a minimum score of 550 (Verbal) and 550 (Math) or a composite ACT score of 24, are strongly recommended. (All test result minimum scores are currently under review).
Applicants should note that higher averages and subject prerequisite grades may be required as a result of competition, and will vary by program.

Many Ryerson programs consider non-academic factors such as interview, auditions, selection tests, essays, portfolios, etc. in the selection process, in addition to academic criteria and history.

Application Process

Home schooled candidates may apply on the appropriate application available via the Ontario Universities’ Application Centre (OUAC) (www.ouac.on.ca). Home schooled candidates must identify themselves as such to the Director of Admissions to expedite and ensure the appropriate processing and assessment of their application.

Director of Admissions,
Office of Undergraduate Admissions and Recruitment
350 Victoria Street
Toronto, Ontario, M5B 2K3

__________________________

Draft Only, current as of December 2007

Thank you, Ryerson, for giving me a warm, fuzzy sense of completeness!

The National Collegiate Athletic Association (NCAA) is exploring a pilot program which would allow cross-border schools to apply for Division II membership.

Delise O’Meally, director of NCAA membership services, said the parameters of the project still need to be finalized, but said “there is a possibility that Canadian schools can begin the provisional membership process as early as September.”

According to O’Meally six Canadian institutions have expressed interest in the possibility of entering the NCAA.

They include: Simon Fraser University, University of British Columbia, University of Alberta, Lakehead University, Ryerson University, and St. Clair College in Windsor, Ont.

The BC universities appear among the most likely candidates to leave the CIS in favour of the NCAA for financial reasons: changing to the US conference would help minimize travel costs for them.  Similarly, several Canadian schools who already have much of their competition within reasonable travel distance may choose to remain in the CIS to avoid the burden and expense of increased travel.

If you were waiting for one more reason to explore university in BC (because falling enrollments, recruitment of out-of-province students, removal of provincial examinations as an admissions criteria weren’t enough) then I think this might be the sign. 

Approximately 83,000 high-school students submitted applications by last week’s deadline, an increase of some 4,000 from 2007.

That number is second only to 2003 when two classes graduated from Ontario high schools because of the elimination of Grade 13.

Considering that enrollment is projected to fall in the Maritime universities and B.C. universities are about to drop provincial exam requirements in hopes of bolstering application numbers, it wouldn’t be a bad time to look east and west, too, for your university options.

Or, perhaps this has never been a better time to explore the world of educational options available to you:

• a degree earned online through a Canadian open university
• earning the equivalent of your first year or two of studies through credit-granting examinations such as Advanced Placement (AP) or CLEP
• a community college program
• trade school or an apprenticeship
• entering the work/volunteer force first, then deciding later what specific education and/or training you need