When does the IHIP need to be filed?

The IHIP must be submitted within 28 days of starting homeschooling, and families may begin teaching before submitting it. If the transition is between school years, the Letter of Intent goes to the resident school district by July 1.

How many instruction hours does New York require?

Grades 1 through 6 require 900 cumulative annual hours of instruction; grades 7 through 12 require 990 cumulative annual hours. Hours are reported through the four quarterly progress reports filed with the resident district.

Yonkers · Westchester County · K-12

Yonkers K-12 Online Home School

For families searching for a Yonkers K-12 online home school, the first question is almost never about curriculum. It’s about whether any of this will actually work: the compliance filings, the transcript, the college application three years from now. Those are the right questions, and they have real answers.

High School of America is a Structured Records K-12 Online Home School serving kindergarten through 12th grade. The name causes confusion, so let’s clear it up immediately: this is not a high-school-only program. Elementary students, middle schoolers, and high schoolers all study here, with academic support at every level.

Yonkers sits on the Hudson at the edge of Westchester County and New York City both. It is also, under New York’s Part 100.10, one of the more paperwork-intensive places in the country to homeschool. Quarterly reports, an annual Individualized Home Instruction Plan, documented instructional hours, named instructors on file: the compliance calendar alone can feel like a part-time administrative position. A structured, online program converts that burden. The curriculum documentation, the scope and sequence, the instructor records. They exist already, as a natural byproduct of coursework, not as something a parent assembles from scratch at the end of every quarter.

Three kinds of families tend to find this page. The household withdrawing from Yonkers Public Schools mid-year, who needs a program that can start now, not in September. The multilingual family navigating state ESL obligations alongside a full academic load. And the parent whose eighth grader needs a clean, established transcript before fall admissions season begins. Each situation is different. The enrollment process handles all three.

For high school families, the stakes around structure are particularly concrete. New York does not issue a Regents diploma to students educated at home. The parent issues the credential, and the transcript becomes the entire record a SUNY campus or a Fordham admissions office will read. That makes the structure of the issuing program less a quality signal and more a practical necessity. The transcript produced here is the credential.

Enrollment is open year-round. A counselor walks every family through exactly what their student needs, grade by grade. Call (888) 242-4262 to talk it through, or schedule a time that fits your week.

Start enrollment
Schedule a counselor call

For families paying Westchester taxes

Yonkers is the largest city in Westchester, with a school system that doesn’t always match the address you bought into. This page is for families looking for the academic structure they thought their tax dollars were already paying for.

Year-round enrollment · §100.10 aligned

What Yonkers families ask first

Three questions we answer before anything else, because nothing else matters if these aren’t clear.

No. 01

Is this an online school, or a curriculum package?

This is a private K-12 online school, not a curriculum kit. Families may use HSOA transcripts and academic records when applying to colleges, workforce programs, or other postsecondary options. Final review decisions are made by each institution or organization.

No. 02

Can an online program support New York Part 100.10 documentation?

A structured online program can help organize the documentation Part 100.10 asks for: course descriptions and syllabi for the IHIP, time-stamped progress records for quarterly reports, and completion logs for the annual assessment. Parents remain responsible for filing required documents with the resident district.

No. 03

How does this work when both parents commute?

Asynchronous coursework. The student’s day is set by the parent and the dashboard, not by a 7:30 AM bell. Sessions can run before the commute, after the commute, or split. Hours log automatically.

The paperwork becomes an export, not a homework assignment

New York did not design Part 100.10 to be difficult. The regulation has been on the books since 1988, the requirements are specific, and families who follow them correctly have nothing to fear from district review. But specific is the operative word. The Yonkers City School District wants, each quarter, the subjects taught, the hours of instruction logged, and a grade or narrative evaluation for every subject. Before the first quarterly report is due, it wants an IHIP: the subjects planned, the textbooks or curriculum materials to be used, the number of instructional hours per subject, and the name of the person providing instruction. Four times a year plus an annual filing. Every field asking for documentation that, in a loosely organized home setting, requires a parent to reconstruct weeks of learning from memory.

That reconstruction is where things go sideways.

The parent who started the year with good intentions, a binder, and a color-coded calendar finds herself in November staring at a quarterly report form and counting back through weeks she didn’t log carefully because she was also working, also managing the household, also, incidentally, teaching. The report isn’t unfair. It’s just asking for records that don’t exist yet.

An online K-12 program produces those records as a byproduct of doing school.

Every lesson completed, every assignment submitted, every teacher response: the parent dashboard captures it. Hours accumulate against each subject in real time, not as an approximation but as a timestamped record of actual work. Teachers respond to student submissions within 24 hours, and those responses are on file. When the end of a quarter arrives, the data sitting in the dashboard is not a reconstruction. It’s a log. The subjects taught map directly to the IHIP’s subject list. The hours column fills from coursework already completed. The grade or narrative evaluation comes from the same academic support who graded the work in the first place.

The IHIP fields tell the same story from the enrollment record. The curriculum materials are the course materials. The plan of instruction is the course syllabus. The instructor of record is a academic support, name on file, not a parent trying to qualify themselves under a regulation that doesn’t require them to.

That last part matters more than it might seem. New York’s Part 100.10 does not require a parent to hold a teaching certificate, but it does require the IHIP to name the person providing instruction. For families using a structured online program, that field isn’t a vulnerability. It’s answered from enrollment.

There’s a version of homeschooling in New York that looks like freedom and functions like a second job. A parent becomes the curriculum designer, the lesson planner, the grade-keeper, the hour-logger, and the quarterly report author, all while being the only adult in the room. The journalism that has surfaced recently about homeschooling’s failure modes points to two patterns: a child isolated under an over-controlling environment, and a child who simply drifted without structure or accountability. Both patterns share a common thread. No outside record. No third party reviewing whether learning was happening. The quarterly report to the YCSD exists, in part, to prevent exactly that drift, and a structured program makes the report manageable rather than another source of anxiety.

For families moving to New York from states where homeschooling oversight is lighter, the IHIP-plus-quarterly-report rhythm can feel like a significant escalation. Some states require a simple letter of intent and nothing more. New York requires four documented check-ins per year and an annual assessment on top of that. The right program isn’t one that ignores this structure. It’s one that was already built around the kind of documentation New York is asking for.

The superintendent reviewing a Yonkers IHIP cannot require more than what Part 100.10 specifies. A well-documented filing built from an established curriculum’s course list, syllabi, and instructor records is not just sufficient for district review. It’s the strongest possible response to any question the district might raise. The paperwork doesn’t disappear. It becomes something the program already knows how to produce.

Details on how teachers support the academic record are available at the High School of America teachers guide.

Bilingual households, and what § 100.10 actually says

New York’s Part 100.10 is specific about what goes into an IHIP. Subjects listed. Textbooks named. Instructor on file. And then there is this clause: bilingual education or English as a Second Language, where applicable. It is not a suggestion. For a household where Spanish is the language at the dinner table, where Haitian Creole is what the grandparents speak, where Arabic is the language of Friday prayers. That clause applies. It creates a legal obligation that sits inside the annual IHIP submission and inside every quarterly report that follows.

For families in Getty Square and Nodine Hill, and across the wider Yonkers communities where Spanish, Arabic, or French Creole is the primary home language, this is often the part of New York homeschool law that nobody warned them about. The YCSD wants documentation. The IHIP wants specifics. A parent who chose home instruction for flexibility can suddenly find herself building a bilingual curriculum compliance file from scratch.

An online K-12 program changes that equation. Course content is structured, sequenced, and already documented as a normal function of how the program runs. The records that a quarterly report demands. Subjects, hours, materials. Are produced as a byproduct of the student’s daily coursework, not as a separate job for the parent. Addressing the bilingual or ESL provision in the IHIP becomes a matter of pointing to what the program already documents, rather than constructing a paper trail from the ground up.

There is also something quieter at work for students who are still building English fluency. A fixed-period classroom moves when the bell says so. Self-paced instruction does not. A student can replay a lesson. Slow down on a passage where the academic vocabulary is dense. Return to a concept twice before the next one opens. That kind of pacing is impossible in a forty-five-minute block, and it is exactly what a child building fluency in a second language actually needs.

And here is the thing most state-page content misses entirely: Yonkers itself is a language resource. Community Spanish, conversational Arabic through the mosque, French Creole at the cultural center down the block. Those are real, living language-immersion environments that exist outside of school hours. For IHIP documentation purposes, language instruction is not confined to what happens on a screen. The community a family is already part of is already doing some of that work.

For a first-generation American family, the established transcript produced by a structured online program travels. It carries the same credential weight whether the application goes to SUNY Purchase, CUNY Lehman, or a college three states away. The family moved once to build something. The school their child attends should not create a new obstacle if they ever move again.

8 NYCRR § 100.10 · NYSED Office of Nonpublic Schools

The framework, in plain order

⚠️ Important Yonkers Compliance Note

New York’s Part 100.10 sets the compliance rhythm for every homeschooling family in the state. The Letter of Intent is due July 1, or within 14 days of starting mid-year. The IHIP follows by August 15, or within four weeks of receiving district materials. Four quarterly reports go to the City School District of the City of Yonkers each year, documenting subjects taught and hours logged: 900 hours annually for grades 1-6, 990 hours for grades 7-12. New York does not require parents to hold a teaching certificate; the parent is the instructor of record. Our online K-12 program produces the curriculum materials, textbook lists, and course records the IHIP requires as ordinary course output. The documentation artifacts exist because the coursework exists. Filing those materials with the YCSD remains the family’s responsibility. For authoritative local guidance, visit the Yonkers City School District directly.

Important note: NYC Public Schools states that homeschooled students do not receive a New York State diploma and that diplomas from online-only schools are not recognized by New York State. Online programs may be used as part of a homeschooling plan or IHIP, but parents remain responsible for New York home instruction compliance.

Source: NYSED Home Instruction

K through 12, the whole path

An online K-12 program is not one thing worn three different ways. What it asks of a third-grader in Yonkers, a seventh-grader tracking instructional hours, and a tenth-grader building a transcript for SUNY Purchase are three distinct undertakings. The state knows this. New York’s Part 100.10 treats each grade band differently, down to the hour thresholds, the subject mandates, and the documentation format. So does our program.

—

Grades K-5: Ten subjects, documented, every year

New York’s Part 100.10 specifies at least ten subject areas for elementary homeschoolers in grades 1 through 6. The list is not vague. Arithmetic, reading, spelling, writing, English language arts, geography, U.S. History, science, health, music, visual arts, and physical education all belong in the IHIP. That is a real document, submitted to the Yonkers City School District, naming the subjects, the materials, and the instructor. The annual instruction threshold for grades 1 through 6 is 900 hours. Every quarter, a report goes to the district.

For K-5 families, the program delivers the core academic subjects through structured, teacher-guided coursework: reading sequences built for early readers, foundational mathematics paced to the individual child, science and health integrated across the year. The parent’s role at this level is oversight, not instruction. A academic support is behind every lesson. The parent is the logistics coordinator, not the educator.

The arts and PE mandates deserve specific attention. Music and visual arts are not optional enrichments under Part 100.10. They are required subjects. The city happens to sit next to some of the most documentable enrichment resources in the region. The Hudson River Museum on Warburton Avenue runs programming accessible to homeschool families year-round. The Bronx Zoo is four miles from much of southern local families, and it offers structured educational experiences that generate the kind of documentation an IHIP can point to. Untermeyer Park on North Broadway, with its formal gardens and public programming, offers another avenue for arts-adjacent and nature-connected enrichment. These are not substitutes for the core curriculum. They are supplements that satisfy specific IHIP categories and can be logged as such in quarterly reports.

One fact that eases anxiety for early elementary families: for grades K through 3, New York accepts a portfolio review or narrative evaluation as the annual assessment. No standardized test is required until grade 4. The parent dashboard in our program generates work samples, completion records, and grade logs throughout the year. Those artifacts are the portfolio. The “assessment” at that stage is not a separate event; it is a byproduct of normal coursework, already sitting in the dashboard when the district asks for it.

—

Grades 6-8: The hour threshold shifts, and so does the rigor

Grade 7 is where New York’s instructional hour requirement jumps. Grades 1 through 6 require 900 hours annually. Starting in grade 7, the threshold moves to 990. That is not a rounding difference. Ninety additional instructional hours across a school year is a meaningful increase, and it has to appear in quarterly reports from the first semester of seventh grade onward. Families who begin homeschooling at the middle school level sometimes miss this shift. The quarterly report due in October of a seventh-grader’s first year already needs to reflect the 990-hour standard.

Grade 6 sits under the elementary threshold (900 hours), but the IHIP at the middle school level becomes more detailed regardless of grade. Part 100.10 requires that materials and texts be specified, not just subject areas. An IHIP for a the community sixth-grader that lists only “science” is insufficient. The syllabi, textbook titles, and course plans need to be present. Online programs that produce these artifacts as a standard part of course delivery make the IHIP a document the parent exports, not one they construct from scratch.

Foreign language is a required subject under Part 100.10 beginning in middle school. It must appear in the IHIP. The area is one of the more linguistically varied cities in Westchester County, with substantial Spanish-speaking, Arabic-speaking, and Haitian Creole-speaking communities concentrated in Getty Square, Nodine Hill, and surrounding neighborhoods. For families in those communities, authentic language exposure is not a resource problem. The formal online coursework can be listed on the IHIP; the household and neighborhood provide daily immersion that deepens it in ways a classroom-based program cannot replicate.

Math sequencing at this level matters for practical reasons beyond the IHIP. New York State’s algebra readiness trajectory moves toward algebraic reasoning beginning in grade 6 and Algebra I typically by grade 8. A middle schooler whose online program documents a clear progression from pre-algebra through algebraic foundations is building a math record that positions them well, whether they continue with the online program through high school or eventually re-enter a local school. The transcript speaks either way.

For the New York State history requirement that appears in the IHIP at the middle grade band, the city offers one primary source that is genuinely useful for the civics and participation-in-government components as well. United States v. Yonkers Board of Education ran in federal court from 1980 to 2007, spanning the lifetimes of virtually every current the community family with school-age children. The case involved residential and school segregation in a city these students actually live in. The court documents, the journalism, the City Council records, Philipse Manor Hall nearby: a social studies unit built around that case satisfies the state history requirement and the participation-in-government component simultaneously. Very few cities offer that density of curriculum-grade civic material at a local address.

—

Grades 9-12: The transcript is the credential

In New York, a homeschooled student does not receive a Regents diploma. The parent issues the diploma. The state does not. That distinction matters enormously when the student applies to SUNY Buffalo, CUNY Lehman, Westchester Community College in Valhalla, Fordham, or any institution reviewing a the area applicant’s application. The document those admissions officers look at is the transcript: course titles, grades, content coverage, the institution that issued it. The choice of program, then, is not primarily a curriculum preference. It is a credential decision.

Our program is a 24-credit program. Every course taken generates a grade, a credit, and a record attached to the program’s established status. When a the city ninth-grader starts with us and works through English 1, Biology, World History, and the rest of the ninth-grade sequence, those courses are documented under a nationally online program. The transcript that emerges looks like a transcript. It reads the way admissions officers expect a transcript to read. That is not an accident of formatting. It is a structural feature of choosing an online K-12 program rather than a parent-assembled course list.

The New York 990-hour annual requirement continues through grades 9 to 12, and the IHIP at the high school level must include English language arts, mathematics, social studies, science, health, physical education, art, music, and a foreign language. Each of these appears in quarterly reports to the YCSD. The program produces the course completion records, grade reports, and materials documentation that populate those reports. Again, the paperwork is an export, not a second job.

For Westchester County families thinking about what comes after graduation, the geography is specific and favorable. Westchester Community College in Valhalla is 15 miles north of local families and accepts documented homeschool transcripts. Lehman College in the Bronx sits adjacent to the community’ southern neighborhoods. Pace University in White Plains is a short drive up the Saw Mill. These are concrete, driveable post-secondary destinations for students who graduate from an established online program with a transcript that documents four years of structured coursework.

The career context is equally specific. Regeneron Pharmaceuticals, headquartered in Tarrytown, is among the largest private employers within ten miles of the area. Montefiore Medical Center operates immediately adjacent to the city’ eastern border. Both represent major pipelines for students interested in life sciences, health sciences, and biomedical fields. The high school coursework in Biology, Chemistry, Physics, and related sciences that appears on the 9-12 transcript is not abstract preparation. It is documented academic history that entry-level hiring managers and college prerequisite committees look at directly.

Every grade has its own structure, and a counselor walks the family through exactly what their student needs at each level. Call (888) 242-4262 to talk through where your student stands and what the path forward looks like.”, “content_html”: “

K through 12, one program, three very different jobs

An online K-12 program is not one thing worn three different ways. What it asks of a third-grader in local families, a seventh-grader tracking instructional hours, and a tenth-grader building a transcript for SUNY Purchase are three distinct undertakings. The state knows this. New York’s Part 100.10 treats each grade band differently, down to the hour thresholds, the subject mandates, and the documentation format. So does our program.

Grades K-5: Ten subjects, documented, every year

The arts and PE mandates deserve specific attention. Music and visual arts are not optional enrichments under Part 100.10. They are required subjects. The area happens to sit next to some of the most documentable enrichment resources in the region. The Hudson River Museum on Warburton Avenue runs programming accessible to homeschool families year-round. The Bronx Zoo is four miles from much of southern the city, and it offers structured educational experiences that generate the kind of documentation an IHIP can point to. Untermeyer Park on North Broadway, with its formal gardens and public programming, offers another avenue for arts-adjacent and nature-connected enrichment. These are not substitutes for the core curriculum. They are supplements that satisfy specific IHIP categories and can be logged as such in quarterly reports.

Grades 6-8: The hour threshold shifts, and so does the rigor

Grade 6 sits under the elementary threshold (900 hours), but the IHIP at the middle school level becomes more detailed regardless of grade. Part 100.10 requires that materials and texts be specified, not just subject areas. An IHIP for a local families sixth-grader that lists only “science” is insufficient. The syllabi, textbook titles, and course plans need to be present. Online programs that produce these artifacts as a standard part of course delivery make the IHIP a document the parent exports, not one they construct from scratch.

Foreign language is a required subject under Part 100.10 beginning in middle school. It must appear in the IHIP. The community is one of the more linguistically varied cities in Westchester County, with substantial Spanish-speaking, Arabic-speaking, and Haitian Creole-speaking communities concentrated in Getty Square, Nodine Hill, and surrounding neighborhoods. For families in those communities, authentic language exposure is not a resource problem. The formal online coursework can be listed on the IHIP; the household and neighborhood provide daily immersion that deepens it in ways a classroom-based program cannot replicate.

For the New York State history requirement that appears in the IHIP at the middle grade band, the area offers one primary source that is genuinely useful for the civics and participation-in-government components as well. United States v. Yonkers Board of Education ran in federal court from 1980 to 2007, spanning the lifetimes of virtually every current local families family with school-age children. The case involved residential and school segregation in a city these students actually live in. The court documents, the journalism, the City Council records, Philipse Manor Hall nearby: a social studies unit built around that case satisfies the state history requirement and the participation-in-government component simultaneously. Very few cities offer that density of curriculum-grade civic material at a local address.

Grades 9-12: The transcript is the credential

In New York, a homeschooled student does not receive a Regents diploma. The parent issues the diploma. The state does not. That distinction matters enormously when the student applies to SUNY Buffalo, CUNY Lehman, Westchester Community College in Valhalla, Fordham, or any institution reviewing a the community applicant’s application. The document those admissions officers look at is the transcript: course titles, grades, content coverage, the institution that issued it. The choice of program, then, is not primarily a curriculum preference. It is a credential decision.

Our program is a 24-credit program. Every course taken generates a grade, a credit, and a record attached to the program’s established status. When a the area ninth-grader starts with us and works through English 1, Biology, World History, and the rest of the ninth-grade sequence, those courses are documented under a nationally online program. The transcript that emerges looks like a transcript. It reads the way admissions officers expect a transcript to read. That is not an accident of formatting. It is a structural feature of choosing an online K-12 program rather than a parent-assembled course list.

At a glance

Grade Band	What Students Study	Best Fit in Yonkers
K-5 Elementary	Reading, language arts, mathematics, social studies, science, plus arts, structured for IHIP documentation.	Bilingual Spanish/Portuguese/Italian households running heritage instruction at home; Saw Mill Parkway commuter families; Catholic-school refugees post-tuition shock.
Grades 6-8 Middle School	Pre-algebra through algebra, life science, language arts, U.S. studies, electives, asynchronous and self-paced.	Pelham/Bronxville/Tuckahoe-bordering families pulling out of the wrong-side-of-the-line district; competitive students prepping for SHSAT and selective Westchester private schools.
Grades 9-12 High School	Full college-prep sequence: English, math, sciences, history, government, economics, electives, with academic support contact.	Students building transcripts for Fordham, NYU, SUNY Purchase, Manhattan College, and Sarah Lawrence; commuter-family seniors taking on dual enrollment.

Every grade, every course, in one program

Kindergarten through twelfth grade. Click any grade to see what runs at that level, or any course to see the full subject page.

Pick a grade

K
1
2
3
4
5
6
7
8
9
10
11
12

Browse the high school course catalog

English 1
English 2
English 3
Algebra 1
Algebra 2
Geometry
Pre-Calculus
Biology
Chemistry
Physics
U.S. History
World History
U.S. Government
Art History & Criticism

View the full course catalog →

Online High School Diploma

The credential families work toward, with transcript and academic-record support for college and workforce paths.

Self-Paced Online High School

How the schedule actually works, day to day, when work is asynchronous and the student sets the pace.

Students & Parents Guide

How students and parents step into the program, what the dashboard shows, and what support looks like.

The transcript is the credential, and where it lands

> “In New York, the transcript is the diploma. Every course, every grade, every credit, this is what travels to the admissions office. Build it with an online program, and it speaks for itself.”, What families say after their students apply to SUNY, CUNY, and Fordham

New York State doesn’t issue a Regents diploma to homeschool graduates. The parent signs the diploma. The transcript does the talking.

What school looks like, day to day

New York’s Part 100.10 doesn’t care what time school starts. It cares that it happens, that it’s documented, and that the record holds up when the quarterly report is due. Here is what a real week looks like when the structure is built around your household. Not around a bell schedule someone else set.

🌅 Morning Lessons, Your Clock, A household with a night-shift parent starts at 10 a.m.; the self-paced dashboard is there whenever the student opens it.
💬 Teacher Response by Morning, A question submitted at midnight carries a logged teacher reply by morning, and that exchange becomes part of the student’s academic record.
🏛️ Hudson River Museum, 45 Minutes, Four blocks from the Yonkers waterfront, a Tuesday afternoon visit to the Hudson River Museum counts as documented visual arts or science enrichment for the IHIP.
📋 Quarterly Report, Already Built, When the YCSD deadline arrives, the parent opens the dashboard, downloads the semester record, and the four fields the district needs are already there.
📦 Economics, Meet Haier America, A high schooler studying international trade has a living case study sitting on Getty Square: Haier America’s U.S. Headquarters, real supply chains, real market decisions.
🏀 Saturday Sport, Documented PE, A Westchester YMCA league, Hudson River rowing, a club team at Tibbetts Brook Park. Any of it counts as Part 100.10 PE hours, logged and ready.

What families come back to mention

The Eagle hears a lot of first-day nerves. Then, about three months in, something shifts.

The feedback that comes back most consistently isn’t about the technology or the course catalog. It’s about three things: flexibility, the teachers, and the transcript. Parents who have completed their first quarterly report often say the process was less intimidating than they feared, because the program had already been doing the work. Grade reports, completion records, instructional hours, curriculum documentation. All of it was sitting there, organized, ready to export. What New York’s Part 100.10 requires is exactly what a structured K-12 program produces as a normal byproduct of coursework. Families describe the quarterly report less as a bureaucratic hurdle and more as a filing task.

Parents of middle schoolers tend to zero in on a different detail: the academic support response. The anxiety that follows a parent into online school, “but who answers my kid’s math question?”. Turns out to have a specific, timed answer. Families mention this again and again, particularly for sixth, seventh, and eighth graders working through pre-algebra or life science. Knowing a academic support will respond within a school day changes the whole feeling of the household.

High school families say the transcript did exactly what it was supposed to do. Parents whose students applied to SUNY and CUNY programs report that the structure signal landed without friction. No callbacks, no explanations required. The transcript spoke, and the institution listened. That matters enormously in a city where a parent-issued credential can feel like a gamble. An online program’s records don’t feel like a gamble to an admissions office.

One family in southwestern Westchester County put it plainly: with two commuting parents and a kid who needed to work at her own pace, homeschooling had always felt logistically impossible. The self-paced structure changed that math entirely.

Flexibility. Responsive teachers. A transcript that holds its own. Those are the three things the Eagle hears most. They’re also, not coincidentally, the three things that make this work.

Start Now, Sort Credits Later

The transcript can come later. Starting cannot wait.

01

Enroll without a transcript

Call (888) 242-4262 or begin enrollment online today. No transcript required to start. A family withdrawing from Yonkers Public Schools this week can be in coursework this week. When the transcript arrives, the team does an official credit evaluation and maps the exact path forward.
02

File your Letter of Intent

The Letter of Intent goes to the City School District of the City of Yonkers, not to the individual school your student left. Annual deadline is July 1; mid-year starts require filing within 14 days of beginning instruction.
03

Dashboard access within 24 hours

Within 24 hours of enrollment, your student’s coursework is assigned and you have access to the parent dashboard. academic support are on record for every course, and the instructor name the IHIP requires is filled the day your student logs in.
04

Submit your IHIP by August 15

The IHIP is due August 15, or four weeks after receiving district materials if you start mid-year. The program’s own syllabi, material lists, and instructor records populate the fields most parents find hardest to complete. You export; you don’t build from scratch.
05

Quarterly reports, ready each cycle

Yonkers requires four quarterly reports, typically due November 1, January 1, April 1, and June 30. The parent dashboard tracks hours and progress in real time, so when each deadline arrives, the documentation is already there.

Across Westchester, one program

Our online K-12 program serves families across Yonkers and the full lower-Westchester corridor. That means Yonkers proper, and it also means White Plains, Mount Vernon, New Rochelle, Tarrytown, Hastings-on-Hudson, Dobbs Ferry, Ardsley, Tuckahoe, Bronxville, Pelham, and Scarsdale. One program. All of it.

The filing authority changes by address. The city families submit their annual paperwork to the City School District of the City of local families. Families in Bronxville, Tuckahoe, or Pelham file with their own district superintendent. The names are different. New York’s Part 100.10 requirements are identical everywhere.

Most families in this corridor know Metro-North. The Hudson Line runs through the community, Hastings-on-Hudson, Dobbs Ferry, Ardsley, and up through Tarrytown, connecting residential neighborhoods that share the same train platform, the same commute, and the same need for a school that doesn’t require a fixed bell. An established online program fits that life the same way at every stop.

What tuition looks like, and why it starts with a conversation

Here is how the numbers actually work. The program runs on a 24-credit structure. A student who walks in as a ninth-grader with no prior high school credits has the full path ahead. A student transferring in with a Yonkers City School District transcript already in hand? That transcript gets evaluated, credits get mapped, and the total remaining drops accordingly. Cost follows credits. Fewer credits remaining means a lower total.

That is the honest architecture of how tuition is calculated. There is no flat list price posted on a wall, because the list price is personal. A family calling with a transcript photo ready will leave that conversation with a real picture of what the program costs for their specific student. Not a range. Not a guess. A number grounded in an actual credit count.

You do not need the transcript in hand to enroll. Students can begin coursework while the transcript is still being gathered. Once it arrives, by email to support@highschoolofamerica.org, by text photo, or uploaded during enrollment, the registrar runs a formal credit evaluation and maps the exact path forward. The transcript arriving later does not push the student backward. It just sharpens the plan.

Payment plans are available. The enrollment team’s job is to find a structure that works for the family’s situation, not to quote a number and wait. That conversation is specific to each household.

The fastest path to an exact figure is a phone call. A counselor at (888) 242-4262 can walk through the transcript, calculate the credits remaining, and explain the payment options in one conversation. Email works too, at support@highschoolofamerica.org, if a call is not possible right now.

Neighboring states, same program

Families in the New York metro area move. A lot. Yonkers to Hoboken. Westchester to Fairfield County. The Cross Westchester Expressway to the Merritt Parkway, then suddenly you’re in a new state with a new school district and the same kid who was finally finding a groove. Here’s the thing the system doesn’t advertise: the established transcript moves with the student. The program doesn’t reset at the state line.

We serve families across the full northeastern corridor. Connecticut families navigating their own enrollment timelines will find the same self-paced, teacher-supported K-12 structure waiting for them. New Jersey families, whether they’re in Bergen County or Cape May, work through the same online program their Yonkers neighbors know. Pennsylvania families from Philadelphia’s suburbs to the Poconos access the identical coursework and academic support. Massachusetts families, from the South Shore to the Berkshires, enroll year-round without waiting for a district calendar. And Rhode Island families, smallest state in the union with no shortage of school-fit problems, have the same door open.

One online K-12 program. Five states. No paperwork pile-up at the border.

The door is open. Today works.

Call now. A real person answers. No transcript required to start.

Start enrollment
Schedule a counselor call

(888) 242-4262

Get Your Enrollment Plan

Fill out the form below and an enrollment counselor will reach out within one business day.

Or call us: (888) 242-4262