If you are homeschooling because your child is academically an off-the-chart outlier

[Anonymous]

will you please share your experience?

[Anonymous]

I homeschooled an off the chart outlier, but that wasn't the reason why I did it.

In what ways is your child off the chart? If it matches, I can tell you what we did. Also, how old?

[Anonymous]

Six years old. Finished elementary math and started middle school math. Also read science books at 1000-1100L. Neurotypical.

[Anonymous]

Anonymous wrote:Six years old. Finished elementary math and started middle school math. Also read science books at 1000-1100L. Neurotypical.

How socially?

[Anonymous]

Socially, no issue so far.

[Anonymous]

I pulled one of my kids from 2nd because he was so unhappy - very young and somewhat immature for his grade, but also academically very advanced. The problem was that socially he'd have been better off being held back a year, if any of the kids would have shared any of his interests, but academically he needed to move faster. It wasn't an issue of level of instruction, it was speed - he was constantly complaining that teachers were trying to teach him what he already knew, because he didn't need the same level of reinforcement and practice as his peers. We now homeschool, with his older and younger brothers, and he can work at grade level on some subjects, slightly above on others, and twice as fast in things like math that just come easily to him. Is he off-the-charts? Sure, in a 99% way, but not in a 99.9% way, if that makes sense.

[Anonymous]

I’ve known a couple of homeschooling families with really smart (genius level) math kids, one taking college courses in middle school. Be careful of their upbringing. One kid can’t relate to anyone (because he considers himself so smart and above them all), while the other was definitely taught to not be like that. The second one has been more successful in life. (everyone has since graduated from college). Homeschooling was helpful in allowing them to grow their passion of math without restraints. The parents put time and effort into finding resources for them, from curriculum to opportunities (such as the college courses).

[Anonymous]

I homeschooled a 99.9th percentile, Algebra at 8, Calculus at 10 kind of kid due to severe medical issues. I also homeschooled his bright but not brilliant brother with no medical issues.

One thing I would say is to remember that a 6 year old is still 6 and needs 6 year old structures even if he’s doing middle school math. We did a lot of snuggling up on the couch to read things like Life of Fred: Chemistry, and high school level history texts, and listening to audiobooks while building legos, and playing silly math games that embedded higher level concepts.

Another thing I would say is to go broad instead of fast. So, look for activities that extend skills closer to grade level (e.g. Beast Academy if he hasn’t done that, or math kangaroo contest prep) or that add things that aren’t part of the standard sequence (my kid delayed calculus by doing a lot of statistics, and number theory and counting and probability, and algebra based physics).

I’d also think of finding other cognitive outlets whether that’s learning chess or another language or music.

Finally, and maybe I should have said this first, I would make sure you’re following his lead. it’s really easy to turn academics from something the kid explores on their own to something that parents push.

[Anonymous]

Anonymous wrote:I homeschooled a 99.9th percentile, Algebra at 8, Calculus at 10 kind of kid due to severe medical issues. I also homeschooled his bright but not brilliant brother with no medical issues.

One thing I would say is to remember that a 6 year old is still 6 and needs 6 year old structures even if he’s doing middle school math. We did a lot of snuggling up on the couch to read things like Life of Fred: Chemistry, and high school level history texts, and listening to audiobooks while building legos, and playing silly math games that embedded higher level concepts.

Another thing I would say is to go broad instead of fast. So, look for activities that extend skills closer to grade level (e.g. Beast Academy if he hasn’t done that, or math kangaroo contest prep) or that add things that aren’t part of the standard sequence (my kid delayed calculus by doing a lot of statistics, and number theory and counting and probability, and algebra based physics).

I’d also think of finding other cognitive outlets whether that’s learning chess or another language or music.

Finally, and maybe I should have said this first, I would make sure you’re following his lead. it’s really easy to turn academics from something the kid explores on their own to something that parents push.

This sounds a lot like us - though with a lot of sideway learning, we haven't had to start calculus yet for my 12 year old (thankfully!!). Agree on the broad instead of fast approach. Find areas where the kid is less naturally gifted. Make sure they encounter challenge and frustration like any other kid.

[Anonymous]

Anonymous wrote:I pulled one of my kids from 2nd because he was so unhappy - very young and somewhat immature for his grade, but also academically very advanced. The problem was that socially he'd have been better off being held back a year, if any of the kids would have shared any of his interests, but academically he needed to move faster. It wasn't an issue of level of instruction, it was speed - he was constantly complaining that teachers were trying to teach him what he already knew, because he didn't need the same level of reinforcement and practice as his peers. We now homeschool, with his older and younger brothers, and he can work at grade level on some subjects, slightly above on others, and twice as fast in things like math that just come easily to him. Is he off-the-charts? Sure, in a 99% way, but not in a 99.9% way, if that makes sense.

I am seriously wondering how many kids do actually need this level of reinforcement? Is it even that helpful?

We moved abroad to a regular public school in a different country and they just move at least 5 times if not 10 times faster. There is very little repetition, no boring drills, they spend less time in school and have fewer math classes yet math problems they do are just so much more difficult.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I pulled one of my kids from 2nd because he was so unhappy - very young and somewhat immature for his grade, but also academically very advanced. The problem was that socially he'd have been better off being held back a year, if any of the kids would have shared any of his interests, but academically he needed to move faster. It wasn't an issue of level of instruction, it was speed - he was constantly complaining that teachers were trying to teach him what he already knew, because he didn't need the same level of reinforcement and practice as his peers. We now homeschool, with his older and younger brothers, and he can work at grade level on some subjects, slightly above on others, and twice as fast in things like math that just come easily to him. Is he off-the-charts? Sure, in a 99% way, but not in a 99.9% way, if that makes sense.

I am seriously wondering how many kids do actually need this level of reinforcement? Is it even that helpful?

We moved abroad to a regular public school in a different country and they just move at least 5 times if not 10 times faster. There is very little repetition, no boring drills, they spend less time in school and have fewer math classes yet math problems they do are just so much more difficult.

It's the difference in how it's taught. Kids who learn with slide rules and/or abacus memorize facts faster. Once the facts are mastered, there are relatively few processes to master, just high order problems within each type.

[Anonymous]

My kid is homeschooled and is at grade level, but a friend's kid who is also homeschooled/neurotypical is outstanding academically (e.g., doing graduate-level maths by the time he was 6-7).

He spends so much time with adults (his parents, relatives, tutors, etc.) that he struggles with kid friendships. He seems "mature" when interacting with adults, but with kids he flounders. The adults treat him like he's "special" and talk to him like a kid-adult hybrid; the kids talk to him like he's just another kid and that lack of special treatment doesn't seem to work well for him. He needs more kid time, IMO, or he will always seem immature socially.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I pulled one of my kids from 2nd because he was so unhappy - very young and somewhat immature for his grade, but also academically very advanced. The problem was that socially he'd have been better off being held back a year, if any of the kids would have shared any of his interests, but academically he needed to move faster. It wasn't an issue of level of instruction, it was speed - he was constantly complaining that teachers were trying to teach him what he already knew, because he didn't need the same level of reinforcement and practice as his peers. We now homeschool, with his older and younger brothers, and he can work at grade level on some subjects, slightly above on others, and twice as fast in things like math that just come easily to him. Is he off-the-charts? Sure, in a 99% way, but not in a 99.9% way, if that makes sense.

I am seriously wondering how many kids do actually need this level of reinforcement? Is it even that helpful?

We moved abroad to a regular public school in a different country and they just move at least 5 times if not 10 times faster. There is very little repetition, no boring drills, they spend less time in school and have fewer math classes yet math problems they do are just so much more difficult.

I would guess that it's because US schools teach to the bottom, but other countries are more likely to teach to the top/upper middle. In the US, the pacing is set so almost every kid can be successful without any outside tutoring, which means it will be just right for the bottom kids and excruciatingly slow for the top kids. Kids in other countries who need more repetition are expected to get tutoring to keep up.

[Anonymous]

Anonymous wrote:I homeschooled a 99.9th percentile, Algebra at 8, Calculus at 10 kind of kid due to severe medical issues. I also homeschooled his bright but not brilliant brother with no medical issues.

One thing I would say is to remember that a 6 year old is still 6 and needs 6 year old structures even if he’s doing middle school math. We did a lot of snuggling up on the couch to read things like Life of Fred: Chemistry, and high school level history texts, and listening to audiobooks while building legos, and playing silly math games that embedded higher level concepts.

Another thing I would say is to go broad instead of fast. So, look for activities that extend skills closer to grade level (e.g. Beast Academy if he hasn’t done that, or math kangaroo contest prep) or that add things that aren’t part of the standard sequence (my kid delayed calculus by doing a lot of statistics, and number theory and counting and probability, and algebra based physics).

I’d also think of finding other cognitive outlets whether that’s learning chess or another language or music.

Finally, and maybe I should have said this first, I would make sure you’re following his lead. it’s really easy to turn academics from something the kid explores on their own to something that parents push.

This is wise. I hope people use your good advice.
Don’t kill the kid, or you kill the innate curiosity. Precocious kids sometimes learn that asking seemingly impressive questions gets a big response from adults. Aiming for that response rather than the natural kid joy in inquiry is such a loss.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I pulled one of my kids from 2nd because he was so unhappy - very young and somewhat immature for his grade, but also academically very advanced. The problem was that socially he'd have been better off being held back a year, if any of the kids would have shared any of his interests, but academically he needed to move faster. It wasn't an issue of level of instruction, it was speed - he was constantly complaining that teachers were trying to teach him what he already knew, because he didn't need the same level of reinforcement and practice as his peers. We now homeschool, with his older and younger brothers, and he can work at grade level on some subjects, slightly above on others, and twice as fast in things like math that just come easily to him. Is he off-the-charts? Sure, in a 99% way, but not in a 99.9% way, if that makes sense.

I am seriously wondering how many kids do actually need this level of reinforcement? Is it even that helpful?

We moved abroad to a regular public school in a different country and they just move at least 5 times if not 10 times faster. There is very little repetition, no boring drills, they spend less time in school and have fewer math classes yet math problems they do are just so much more difficult.

Probably a third to a half of students. On a thread in which one can sense the self congratulatory back patting, one would think you’d know that this.