In fact, it took me two tries to spell it right on this post. It’s like I studied for 4 hours within an organization that I can’t even remember the name of. Truly fascinating.
Double accelerated Chicago Public Schools student (grade skip and now IB DP) and these are my grades for freshman and sophomore year. I need constant reassurance from the 2nd person “Universities will look holistically,” “You’ll do better,” “You’re in the top percentiles.” But, even now, my habits aren’t the best, I’m still recovering from post-trauma.
Aside from the question above, I am still confused as to why I was kept in a higher grade despite my pitfall beginning middle school. Only now was I able to gain footing, that is a 4 year gap from a huge downfall; I’m not saying being held back would have been the best thing for me, but they could not have foreshadowed my current trajectory.
Extra context: first acceleration after 2nd grade (grade skip to 4th); second acceleration after 10th grade (rigor from regulars to IB DP); elementary school was a charter school.
Biology is one of the most notoriously difficult courses for this specific program, so my worries lay on the fact that it will be taken after I am already exhausted, especially exam days.
I got a 31 on my PRE ACT English section, and I did not know how to use a semicolon even. Due to that, it seems mundane for a rigorous standardized test.
Is it even necessary? French ab Initio is an introductory course, so it should not be too demanding; I am also curious if elevating into French A gives you better credit.
This might come off as stupid depending on the answer. I have seen both sides, being that multiple of my friends have gotten AP classes switched before sophomore year, and that nobody on the IBO subreddit reported class changes before entering DP1.
I searched this on google, but I was bombarded with official documents, which I simply did not have the time to read.
I was thinking something like interrogating south side-Chicago juvenile residents about extracurriculars and gym class activities to analyze information on land erosion and landscape. It’s completely ridiculous, and frankly has a thin correlation, but what would an examiner think?
I usually listen to media to learn rather than read, it helps me retain information. I think it might contain unnecessary information though; so I’m asking for new perspectives.
50 questions. That is, 50 questions because I’m exaggerating. Really it was 5 questions, but 5 questions I could not miss. ALL OF THEM WERE ABOUT MENDELIAN GENETICS THAT I DID NOT STUDY FOR.
For context, this is high school GPA. I’m a grade skipper; upcoming junior. I have only taken regulars so far—I am taking IB DP courses for my upperclassmen years. My freshman year GPA was 1.67; first semester sophomore year GPA was 2.5; second semester sophomore year was 4.0. I was not able to get into a rigorous high school after middle school. I scored a 25/36 on the PRE ACT. I have scored in the 99th percentile in reading and the 93rd percentile in math, relative to US test takers of my grade level during the 2nd semester of sophomore year.
The beginning was difficult, your sanctity occult.
Acquiring you untold.
Your visage serpentine and bold, portraying your whole.
My section’s selection
my campaign’s Champaign.
It only took this flame to sweep my heart away.
The conservation will be automatic. you do not contribute manually towards the conservation.
I’m considerably good at science, my chemistry is fairly well, but I did not offer any attention to my freshman year biology teacher. Biology was not the best choice, I am disappointed in my decision. My group 4 score might fissile out.
This was just a vent😅
Pre-ACT Year curriculum:
IB MYP Regular’s Chemistry
IB MYP Regular’s US History
IB MYP Regular’s English
IB MYP Regular’s Integ. Math
IB MYP (Elective) Computer Design
IB MYP (Elective) Art
Upcoming ACT year curriculum:
IB HL History
IB HL English and Literature
IB HL Biology
IB SL Math AI
IB SL Global Politics
IB SL French ab Initio
Things I struggled with on the PRE ACT
Time management:
Too much contemplation on math section
Breezing through English/Readinf questions precariously
Dissonance during Science section
Recommend me books, articles, encyclopedias, websites, strategies.
Side question: does anybody happen to know how they grade the STEM score? It was not a conventional test.
Skip to last paragraph for the question.
Aside from my physical health grades, which could not be accommodated considering my gym teachers did not give any subsistence to them, my MYP grades are painfully close to the average, my top 4 subjects average to 6, my top three rounds down to 6, my top 5 rounds up to 6, so in total I am in the 85th percentile throughout these 5,4, and 3 subjects.
Being that these are relatively good grades, I am still dissatisfied, I plan on encroaching top universities. I will be taking the IB DP programme curricula next year, so these grades will likely fall unnoticed if I were to pass the IB DP programme with all or mostly 7(s).
Here are my requested classes for next year
IB HL English and Literature
IB HL History
IB HL Biology
IB SL Global Politics
IB SL Math AI
IB SL French ab Initio
TOK and EE
Aggregating my grades, IB DP requested classes, and my plans(if you read them); are there specific activities I should do or materials I need to acquire, schemed towards a 42-45/45, for benign or prosperous performance in the IB DP programme?
Edit: I don’t have a design grade because my computer design teacher did not administer MYP grades. Language acquisition was not chosen for MYP.
I have only started learning cursive yesterday, but I feel like I’ve hit a barrier on how polished my writing is (mediocre letter-trail spacing, loops, distinguishing f(s) and b(s), most contributing to intelligibility) as well as the speed (3 seconds to write “the”).