SAT Perfect Score Conclusion (Probably)

December 17, 2012

YTo conclude the last few blog posts’ worth of examination of Dr. Tom Fischgrund’s Perfect Score Study of 600 perfect-SAT-scoring students and their families (breathe here), I’d like to point out that the students who were the subject of the study did not revel in their perfect scores.

Sure, they were happy about their scores, but they didn’t define who they were by test scores.

As Dr. Fischgrund found,

“Perfect score students would probably never have been able to succeed if their parents never took the giant leap of letting their kids have some control over their academic lives.”[1]

Letting go and allowing our children to have a measure of control academically is vitally important.

Yes, I was very, very encouraged by the way the Perfect Score Study results echoed the results my family has had. The similarities were almost eerie.

It should not surprise me that strong family values are so important to academic success because apparently the Moms and Dads in this study set expectations when their children were young and didn’t allow them to slack off at home.

They were able to motivate their young children, and as the children matured, the parents were able to take a more hands-off approach to their young teens’ learning.

Once the teens became high school seniors, they had a sense of purpose as a result of developing one or two core passions before graduation. They had a direction to pursue after high school. They could see the bigger picture.

Parents, we have not only the responsibility but also the privilege of having the greatest influence on our children.

Would your children say that you and your spouse are the primary influences in their lives?

This is what I get from the Perfect Score Study: kids succeed with support in the home. I’m not talking about simply success on the SAT; I am talking about success in life!

Scoring well on the SAT or ACT is not a goal in my home-educating family. I want that to be perfectly clear. What I am laying out for you here is the fact that young adults who have been given the opportunity to be independent learners, who master each day’s work before moving on to the next day’s lesson, will be equipped to score well on the College Board exams.

Does that mean I think these exams are good things? No, not necessarily. I hate that so much hinges on them, and I guarantee they are not predictors of success in college or beyond. They are hoops through which our young people must jump if they want to head to college, and especially if they want to earn scholarship money for college.

All three elements of the Self-Propelled advantage ~ self-mastery, self-learning, and mastery learning ~ will absolutely give your children an advantage in scholarship competitions.

Beyond that, a firm family foundation will give your children an advantage that goes way beyond that type of success. There is nothing that can replace the value of family. 

[1] Tom Fischgrund, PhD, 7 Secrets, p. 74.


About the Author

Joanne Calderwood has been called America’s Homeschool Mom. She is an underwhelmed Mom of eight great kids, owner of, and an author and columnist. Her new book, The Self-Propelled Advantage: The Parent’s Guide to Raising Independent, Motivated Kids Who Learn with Excellence, enables parents to teach their kids to teach themselves with excellence.


Secrets to Parenting Perfect SAT Score Students (Part 6)

December 10, 2012

Family Together At HomeLet’s take our thoughts back to our role as parents.

Dr. Fischgrund, author of SAT Perfect Score: 7 Secrets to Raise Your Score, writes:

“Because these perfect score parents planted the seeds for self-sufficiency when their child was younger, they were able to sit back and serve as a support system during their child’s high school years.

Yes, some children may be born more internally driven than others, but all of us have the potential to be self-starters.”[1]

As a parent, your role in the early years of your child’s life is to teach and to guide educationally and morally. But once that foundation has been laid, your role moves to a more hands-off approach. You become a coach on the sidelines watching your now-skilled young adult further develop his skills—independently.

You provide support and at times help remove obstacles, but you should not be out there on the court playing your child’s game for him. We actually become obstacles to our kids by getting in their way and not trusting them to progress without us.

It is important to note that the parents of high achievers did not expect their kids to score perfectly on the SAT. I never set that expectation for any of my kids, and I never will.

It is important not to set goals and expectations for our high school students, even though expectation setting is key in the earlier years. We can still be involved with them in the process. We must trust our young adults to enjoy meeting challenges of their own making.

When I think about my sons’ SAT-taking days, I now see that they went into the test determined to beat it as best they could. They knew from taking practice tests that they could do well, and they wanted to rise to the challenge and succeed. I certainly never asked them if they thought they could get a perfect score. They just knew that it was possible.

My hope was simply that they would be able to do their best, as there are so many variables on test day. Had my husband and I raised our kids to doubt themselves at a young age by not allowing them to set their own goals and reach as high as they wanted to reach, their attitudes would have been different going into the test room on SAT day.

Finally, this is very cool: a whopping 75 percent of perfect score students listed either their mom or dad or both parents as the most influential people in their lives.

The Perfect Score study also revealed that parents had the most impact on the top performers, but teachers had the most impact on average performers.

So do parents of high achievers have more influence on their children’s lives? Are they more involved in their children’s education?

Do schools better serve average kids than super bright kids?

Or, as Dr. Fischgrund put it, “Which comes first, the perfect score students or the perfect score parent?”

He goes on to answer this question by saying he doesn’t know that the study can answer these questions, but “certainly, perfect score students do rely more on their parents than on teachers for input and guidance in their schoolwork.”[2]

If that is true, then why don’t home-educating students score more highly on the SAT since they presumably spend more time with their parents? Again, I believe the answer lies in autonomy. Too many home-educating parents micromanage their students, believing that they are doing their kids a favor. The reverse is true.

If home-educating parents want to build self-confidence and a Yes-I-Can attitude, they need to STOP MICROMANAGING start giving their middle school and older students more and more control over their daily educational endeavors.

Self-confidence comes from a feeling of control, and  The Perfect Score Study concurs completely.


[1] Tom Fischgrund, PhD, 7 Secrets, p. 68.      [2] Tom Fischgrund, PhD, 7 Secrets, p. 66.


About the Author

Joanne Calderwood has been called America’s Homeschool Mom. She is an underwhelmed Mom of eight great kids, owner of, and an author and columnist. Her new book, The Self-Propelled Advantage: The Parent’s Guide to Raising Independent, Motivated Kids Who Learn with Excellence, enables parents to teach their kids to teach themselves with excellence.

Motivation & The Home Education Curse (Part 5)

December 9, 2012

Helicopter shadow.We’ve been looking at a book entitled SAT Perfect Score: 7 Secrets to Raise Your Score by Dr. Tom Fischgrund. Fabulous book with fabulous insights into the lives of 160 perfect SAT scorers and their families. Only one student in the study was home-educated.

Dr. Fischgrund actually makes the following statement about home education not being an advantage in SAT performance:

“The 7 Secrets will reveal that homeschooling doesn’t offer an advantage–and may even be a disadvantage when it comes to doing well on the SAT.”

Then there was the statistic which stated that less than 1 percent of perfect score students are home educated. Those were the only two sentences on home education in the entire book. Of course these sentences ate at me.

Well, I vowed not to sleep until I got an explanation from the author about his outrageous comment. Okay, maybe I didn’t literally lose sleep over it, but I definitely couldn’t accept his statement without an explanation since as a home educator I knew what it took to raise perfect SAT scorers–I had perfect scorers living in my house!

So I did a search on the Internet for the author. I ended up contacting Dr. Fischgrund by e-mail and asking if he had time to go over some material from his book with me. I told him up front that I am a home-educating parent, formerly a professional educator. That didn’t seem to scare him, so he gave me his phone number, and we set up a time to talk.

Talk we did! It was an interesting hour-long exchange of ideas and thoughts, and I was very grateful that he took the time to discuss not only his book, but also educational theory with me.

In our discussion, I found out why it is that Dr. Fischgrund feels that home education is a stumbling block to raising high achievers who score brilliantly on the SAT—and I strongly concur with his explanation.

Would you like to know the reason why home education may actually be a hindrance to raising perfect scorers?

Hint: he used the words “helicopter parents”in his explanation.

His experience with home-educating parents has indicated to him that home-educating moms, especially, tend to hover over their students, helping them way too much and not forcing them to work hard and get out of their comfort zones. Sound familiar? He and I talked about the micromanagement factor and how harmful it can be to the motivation of middle and high school kids.


Our conversation turned to the fact that 90 percent of perfect scorers came from intact families. I asked the obvious, wondering aloud why having a mom and dad who had not been through divorce was so pivotal to these students’ achievements. Dr. Fischgrund discussed the importance of having a two-parent family where Mom plays a specific role and Dad plays a specific role in the children’s lives.

You can probably see how you and your spouse contribute very different yet equally important components to the family unit. The stress and upheaval of divorce drastically alters the support structure of the family, the very structure which is designed to provide the stability that enables children to function normally. Remove that supportive, secure environment, and children are distracted at best.

If you have been or are divorced, I don’t mean to discourage you. Remember, there are exceptions to every rule. Understanding your children’s need for your time and attention, as well as for a strong sense of security, is the first step in repairing the breech in the family foundation. Peace in the home is extremely important to children’s growth and development.

Tomorrow I’m excited to talk much more in-depth about Parenting techniques.

[1] Tom Fischgrund, PhD, 7 Secrets, p. 44.


About the Author

Joanne Calderwood has been called America’s Homeschool Mom. She is an underwhelmed Mom of eight great kids, owner of, and an author and columnist. Her new book, The Self-Propelled Advantage: The Parent’s Guide to Raising Independent, Motivated Kids Who Learn with Excellence, enables parents to teach their kids to teach themselves with excellence.

Motivation & The Perfect Score Study (Part 1)

December 5, 2012


We’ve been talking at great length about Motivation over the past severl blog posts, and I finished off the last one by talking about the relationship between those children who did NOT eat the marshmallow and high SAT scores. Speaking of high SAT scores, I’d like to relay a little of my own experience in tandem with a study done by Tom Fischgrund, PhD.

While browsing a local bookstore a couple of years ago, I came across a book, entitled SAT Perfect Score: 7 Secrets to Raise Your Score. What interested me about this book was the fact that the author, with the blessing of the SAT Board, did a study of 160 college-bound high school seniors who had achieved perfect 800s on both the verbal and the math portions of the SAT in the year 2000.

His goal? Find out what makes these kids tick. What do they have in common? Who are they? How do they think? What do they aspire to? What are their academic habits? He also did a study of average-scoring kids, and this group served as a control group. No study like this had been done before.

Since I have a perfect SAT scorer and a near-perfect SAT scorer in my home, I was more than a little interested to see what this study revealed and how my sons, Nick and Taylor, compared to the kids Dr. Fischgrund interviewed for his book. Unfortunately, SAT Perfect Score is out of print, but you can find copies on Amazon and other used book outlets. I highly recommend this book for anyone who is a student of motivational theory. You’ll see why as I share some juicy tidbits of information that relate to motivation from my well-worn copy of the 7 Secrets.

First, here is what the author says about his work:

“I have to admit that I was surprised by many of the findings of the Perfect Score Study. As a professional educator and a high-level recruiter, I have studied the best and the brightest for twenty years. When I looked at the information I had gathered in the Perfect Score Study and shared the results with knowledgeable professionals in the education field, we all agreed that we were amazed by the common trends that exist among perfect score students.

The brightest of the bright students have common personality traits and lifestyle habits that made it possible for them to score a 1600. I call these the 7 Secrets of Perfect Score Students.”[1]

Keep in mind that this particular study involved the interview of one-hundred-sixty high school seniors, plus about fifty average students from a control group. Parents of the perfect score students were also contacted in order to corroborate what their kids said, as well as provide input on how self-motivated they thought their students were. I will not reveal the seven secrets here because I think everyone should get the book and read it for themselves, but I will share a few surprising statistics from the study. Here we go.

Who do you think studied more, the perfect score students or the control group of students? Surprisingly, they both averaged ten hours a week of study time. About 80 percent of perfect score students attended public high schools, and there was not a higher incidence of perfect scorers from private schools with smaller class sizes. The average class size was twenty-three students, which is close to the national average.

“Only 1 percent of perfect score students are homeschooled, which is even less than the national average.” And only one perfect score student in the study was home educated. In fact, Dr. Fischgrund states, “The 7 Secrets will reveal that homeschooling doesn’t offer an advantage—and may even be a disadvantage when it comes to doing well on the SAT.”[2] We will definitely take a closer look at home education and scoring well on the SAT.

Here is a startling statistic:

“Ninety percent of perfect score students come from intact as opposed to divorced families, compared with 66 percent of all U.S. high school students who come from intact families.”[3]

Just so you truly get this, let me put it this way: The vast majority of perfect SAT scorers came from public schools and from homes that had been untouched by divorce. Fascinating, don’t you think? It makes sense that homes where there is relative peace will spawn children who can be more single-minded in their pursuits.

One other statistic I am compelled to share:

“Perfect score students are just as athletic as other high school students.”[4]

Some people may find that surprising. I do not because my kids are very athletic. But they don’t get it from me!

Are Perfect Scorers Weird?     

What does a perfect scorer look like? First of all, it is important to know that perfect SAT scorers from this study saw their scores as simply a means to an end and not as the end itself. They had a well-rounded view of life in addition to a core set of values. They were always looking for a challenge, and they were multi-faceted individuals. Most were avid readers who read for enjoyment and learned for enjoyment. They were not motivated by external rewards; they possessed an intrinsic motivation system that drove them to do their best and to be self-motivated.

And believe it or not, these kids were not classified as geeks.

They were very likeable kids who were not likely to broadcast their perfect scores because they were quite humble about their achievements.[5] That pretty much sums up my sons, Nick and Taylor. They don’t discuss their test scores because they are not defined by a test score. They are both humble, athletic, fun-loving guys who throw themselves into every project they undertake.

Alas, my other six children are oddly motivated to succeed as well. They all have a desire to excel at whatever they undertake. While my kids may not all have perfect SAT scores, they all sport the same drive and determination to succeed. They each have one or two core passions that drive them, and they have parents, siblings, and friends who support them in their daily lives. I don’t care whether or not any of my kids ever score perfectly on any test. What is important is that they possess attitudes that fuel their motivation about learning and that they pursue their passions.

[1] Tom Fischgrund, PhD, SAT Perfect Score; 7 Secrets to Raise Your Score, p. 53; hereafter cited as 7 Secrets.
[2] Tom Fischgrund, PhD, 7 Secrets, p. 44.
[3] Tom Fischgrund, PhD, 7 Secrets, p. 19.
[4] Tom Fischgrund, PhD, 7 Secrets, p. 49.
[5] Tom Fischgrund, PhD, 7 Secrets, p. 163


About the Author

Joanne Calderwood has been called America’s Homeschool Mom. She is an underwhelmed Mom of eight great kids, owner of, and an author and columnist. Her new book, The Self-Propelled Advantage: The Parent’s Guide to Raising Independent, Motivated Kids Who Learn with Excellence, enables parents to teach their kids to teach themselves with excellence.

Motivation: Seeing the Big Marshmallow

December 1, 2012

marshmallow_treatpops_2This is, like, my fourth post on Motivation for students, primarily, but helpful for other species of humans as well. If you missed yesterday’s post on Motivation and Marshmallows, you may want to scroll down my blog here and catch that one first. This post concerning the Marshmallow Study will make a heckuva lot more sense if you take just a couple seconds and read it first. If you’re a rebel, feel free to skip the advice.

If you are interested in the application of the Marshmallow Study, as it’s been dubbed, to success in business and in your personal life, I recommend a book entitled, Don’t Eat the Marshmallow…Yet! The Secret to Sweet Success in Work and Life by Joachim de Posada and Ellen Singer. This gem of a book looks at why intelligence and hard work don’t necessarily equal success, and how you can utilize delayed gratification in your daily life to reach your own goals.

Common sense dictates that if you are smart and work hard, you will be successful. Not necessarily, according to Don’t Eat the Marshmallow…Yet.

After reading de Posada’s book, it became apparent to me that the real secret to success is seeing the big picture, which is an incredibly motivating thing to do. When we only see the little individual marshmallow instead of the benefits of waiting to eat it—doubling our reward—we miss out on half of the benefits. We lose opportunity as a result of our impatience and shortsightedness. It takes foresight and vision to hold out for the rewards that are ours when we keep our eyes on the big picture and finally reach our ultimate goals.

Incidentally, Don’t Eat the Marshmallow…Yet! offers a “Five-Step Marshmallow Plan.” Following this simple plan really helped me focus and see what I needed to change and do in order to begin reaching my goals via delayed gratification.

Seeing the Big Picture

What motivates a student who thinks that he is at the mercy of his teachers and that he must do whatever those teachers tell him to do?

Very little motivates him when he has no control over his environment.

A home-educated student is also unlikely to be motivated day after day when he doesn’t see the big picture, when he doesn’t see a purpose in the work he is doing. A big part of motivation is understanding the why behind what we are doing. I will be much more intrinsically motivated when I see how what I am doing right now will benefit me in the long run. How will what I do today or what I am asked to do by my employer or by my teacher be moving me towards my goals?

If we have no goals at all except to get through the day, chances are good that we will be unhappy. The human spirit thrives on challenge and success. Motivation, both extrinsic and intrinsic, is necessary for a well-balanced life.

I admit that I have worked simply for a paycheck before. Perhaps you have too. Because I could see the big picture—putting food on the table—I was willing to work for that extrinsic reward. Eventually, my situation changed. Remember me saying that motivation changes? It sure does. Now I am self-employed, and I’m very intrinsically motivated to work for the sake of helping others and not for monetary reward. In fact, I hate taking people’s money. If I could, I would give all of my products away.

The self-propelled student is motivated intrinsically by seeing the big picture, setting simple goals, and then moving closer and closer to those goals. By teaching our children to see the big picture, teaching them how to set goals, and helping to remove any obstacles that would prevent them from reaching those goals, we are giving them an edge. We are giving them the tools with which to master themselves, and as a result, they will hang in there not for immediate gratification, but for the purpose of reaching their goals. That is delayed gratification at its best.

Marshmallows and the SAT

Interestingly, another follow-up to the original Marshmallow Study was done in 1990, and it found a correlation between the ability to delay gratification and higher SAT scores. Those who did not eat the marshmallow scored higher on the SAT than those who gobbled up their marshmallows. Isn’t that fascinating? I think so.


About the Author

Joanne Calderwood has been called America’s Homeschool Mom. She is an underwhelmed Mom of eight great kids, owner of, and an author and columnist. Her new book, The Self-Propelled Advantage: The Parent’s Guide to Raising Independent, Motivated Kids Who Learn with Excellence, enables parents to teach their kids to teach themselves with excellence.

Motivation and the Time for Change

November 29, 2012

In the last few posts I’ve been taking a look at motivation, and I’ve been sharing some things I’ve gleaned from Dan Pink’s fabulous book, Drive: The Surprising Truth About What Motivates Us. To get the full feel of this particular post, you may want to read a couple of my previous ones.

From a business standpoint, Mr. Pink makes the point that business needs have changed over the past century. During the Industrial Revolution, our country needed workers who could perform rote, manual, repetitive work quickly. Gradually, machines began to take over functions that before had belonged to humans. Because many jobs were void of creativity, companies used the “carrots-and-sticks” method of extrinsic rewards.

Today, however, our economy has shifted to where a lot of industries require innovation and creativity to stay competitive. The carrots and sticks don’t work so well in this type of environment, so a shift must take place in the business world to create a new kind of motivation that goes beyond the external rewards so effective not long ago.

Job satisfaction really wasn’t to be expected in the past. Work was work, and people worked for a paycheck. (Many country music songs reflect this, don’t they?)

Not so anymore. Mr. Pink gives many examples of companies who are changing their structure and policies to reflect a concern for employees and their needs. Business owners are beginning to get it that certain things motivate more than others.

Micromanaging is on the way out.

I want to share with you the three components that Pink believes will revolutionize businesses upon implementation, but first I want to say that these three components are precisely what can also revolutionize education in America. Keep that in mind as you read over the following needs that employees (and students) have:

  1. Autonomy. Pink states that “our ‘default setting’ is to be autonomous and self-directed.” People should have control over “task (what they do), time (when they do it), team (who they do it with), and technique (how they do it).”
  2. Mastery. Pink’s definition of mastery is “becoming better at something that matters.” Businesses who want to be on the leading edge should give employees responsibilities and tasks that are not too hard and not too easy so their work will be suited to their abilities and just challenging enough to promote steady, personal growth.[1]
  3. Purpose. Believe it or not, some companies are actually looking beyond the bottom line and are seeking to make contributions to others on the planet. In the past, purpose was seen as “ornamental” to many companies, meaning it wasn’t the goal, but if it turned out to be a byproduct, that was a bonus. New policies that allow employees to pursue purpose will motivate folks because “humans, by their nature, seek purpose—to make a contribution and to be a part of a cause greater and more enduring than themselves.”[2]

Just as Dan Pink dares business owners and companies to rethink their outdated methodologies of managing employees in order to maximize human potential, creativity, and overall purpose in their lives, so I challenge educators and parents alike to rethink their outdated methodologies of micromanaging children in order to maximize the human potential for creativity, genius, and purpose in their lives.

Here’s a cool link to an RSA animation of Drive:  It’s worth your time, I promise.

[1] Daniel H. Pink, Drive, p. 222.

[2] Daniel H. Pink, Drive, p. 223.


About the Author

Joanne Calderwood has been called America’s Homeschool Mom. She is an underwhelmed Mom of eight great kids, owner of, and an author and columnist. Her new book, The Self-Propelled Advantage: The Parent’s Guide to Raising Independent, Motivated Kids Who Learn with Excellence, enables parents to teach their kids to teach themselves with excellence.


What About Grades?

November 25, 2012


Grades are a controversial subject. Is our whole educational grading system out of whack? Should we suspend grading students’ work altogether? Of course not. We need a system to evaluate how much a student has learned so that he can be given feedback, hopefully positive. That said, I don’t think taking grades is necessary in every subject every day.

Grades fall into the extrinsic motivation category. Some students are very motivated to work for an A. If parents set the expectation for their young student that he will learn his lessons to an A level, and if the student has the tools necessary to learn to an A level, the student should be able to meet that expectation. When we praise the student for his achievements, motivation to continue working hard is the result. However, we can’t set expectations that are not attainable for our children. Frustration will be the result in such a situation.

In the realm of home education, we have the opportunity to break tasks down into manageable pieces or skip over material the young student isn’t yet ready for and wait until he is developmentally ready to tackle it.

Contrast that with the first-grade classroom where a student’s readiness to learn phonics or tell time is not taken into account. If the textbook says it’s time to tell time, and he is not ready to tell time, he will receive a poor grade which will in turn lower his self-esteem. Receiving a bad grade is one of those “sticks” that Dan Pink talks about in his book Drive, while the promise of an A is a “carrot.” This is a common situation. Yet psychological research has shown that students do not respond well when they are bribed with carrots or threatened with sticks. In fact, the result is they tend to lose interest.[1]

In addition, comparing students to other students via grades is hardly fair, in the classroom especially. It is common knowledge that children do not all learn at the same rate, so why lump them all together and grade them according to how they compare to the other students in the class?

In the home-education environment, children move at their own speed (which is generally faster than the speed of a thirty-student classroom). Children are not corrected in front of other children, which is important to self-esteem. If a young child does not completely grasp a concept, the parent-teacher will catch it right away and can correct the situation early on, before the student is labeled a “slow reader” or “not a math whiz.”

Grades are not always useful metrics, and I don’t advocate their usage as anything besides a yardstick against which a child can measure his own progress.

While I certainly want my children mastering their material daily, sometimes they have to work harder to achieve mastery than they do at other times. Understanding becomes the goal, not simply getting an A.

Self-propelled kids understand that yes, they can do well independently, and they don’t want to lose that freedom by neglecting to reach mastery. Self-teaching is a freedom, but it is an earned freedom. If my students are not showing mastery, I will be looking over their shoulders to find out why. They don’t like being restrained in this manner.

Grades are not the ultimate goal for self-propelled students; freedom to work independently is.

Some kids read better than others, and as a result, they are able to progress quickly. Some kids may read well but be less gifted in logic. All kids have strengths and weaknesses. All kids have subjects they like more than others. The secret to motivating our children to learn is not to teach them that the goal is an A. We must go further than that and help them see the big picture: self-effort is rewarding. If you work harder, you’ll get further, faster. Making progress becomes an extrinsic reward.

Grades are a necessary evil in the classroom because a teacher lacks the time to teach everything to each student’s level of mastery. Unfortunately, some students become accustomed to failing which over time causes them to resist learning altogether.

Then there are the higher-achieving students who barely need to break a sweat in order to make all A’s. Remember those “smart kids” in high school who didn’t even have to study? They might not have it so good after all. When they are faced with a challenge that does require their utmost concentration and effort, they may actually taste failure because they haven’t been conditioned to put out more than a minimum of effort.

I’ve seen this happen time and time again. College is often a rude awakening. The motivation to work hard was never developed in these students because everything came easily, so when they actually need to pour on the effort, they can’t dig down deep and find the resolve to truly work for the sake of learning. That is unfamiliar territory.

Giving kids material that is challenging—not too easy or too difficult—is the key to full engagement in high school and beyond.

[1] Daniel H. Pink, Drive, p. 37.


About the Author

Joanne Calderwood has been called America’s Homeschool Mom. She is an underwhelmed Mom of eight great kids, owner of, and an author and columnist. Her new book, The Self-Propelled Advantage: The Parent’s Guide to Raising Independent, Motivated Kids Who Learn with Excellence, enables parents to teach their kids to teach themselves with excellence.

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