Equitable access to advanced math

[Anonymous]

What FCPS needs is a policy similar to what texas has implemented to encourage students to take on advanced math in middle school. The texas state law now requires school districts and charter schools to automatically enroll fifth graders who score in the top 40% on the state standardized math test in advanced math in sixth grade. Families can opt their children out of the advanced class if they choose.

"research has found that students who take four years of math in high school are twice as likely to get a postsecondary credential, such as a certificate, an associate’s degree or a bachelor’s degree. Students whose fourth year of math is a college-aligned course are six times as likely to get a postsecondary credential."

https://www.kut.org/education/2023-06-28/kids-are-probably-better-at-math-than-they-think-a-new-texas-law-could-help-them-realize-it

[Anonymous]

I think they are mixing up cause and effect.

Kids who do higher level math are more likely to graduate from college because they are better at school. The math didn’t make them more likely to graduate.

We would better serve kids if we focused on what skills kids actually need to obtain jobs that provide a living wage.

[Anonymous]

We need more equitable breeding. Anyone who can’t score a 500 on the math SAT (i.e. half the country) should have voluntary, free access to embryo selection for cognitive ability.

[Anonymous]

Anonymous wrote:We need more equitable breeding. Anyone who can’t score a 500 on the math SAT (i.e. half the country) should have voluntary, free access to embryo selection for cognitive ability.

This is the way.

[Anonymous]

Anonymous wrote:We need more equitable breeding. Anyone who can’t score a 500 on the math SAT (i.e. half the country) should have voluntary, free access to embryo selection for cognitive ability.

Yes, definitely book smarts are the only thing valuable about human beings.

[Anonymous]

Our elementary school basically does this. Over 90th percentile on the iReady or pass advance your math SOL and you are in advanced math. Probably helps that we are a center and therefore have multiple sections of advanced math to add kids to. People have been happy with the approach. I know a few kids who chose to drop back down, but most stay with it.

[Anonymous]

Fcps allows HS graduation with just Algebra 2, works for those that don't get math. But using that as baseline and restricting students from taking advanced above grade math to avoid widening equity gap is where the problem is.

[Anonymous]

Anonymous wrote:Fcps allows HS graduation with just Algebra 2, works for those that don't get math. But using that as baseline and restricting students from taking advanced above grade math to avoid widening equity gap is where the problem is.

While increasing math choices at lower end help with graduation and discourage dropouts, I dont get the idea of restricting accelerated and advanced math choices on higher end. Why put a lid on how much a kid learns?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Fcps allows HS graduation with just Algebra 2, works for those that don't get math. But using that as baseline and restricting students from taking advanced above grade math to avoid widening equity gap is where the problem is.

While increasing math choices at lower end help with graduation and discourage dropouts, I dont get the idea of restricting accelerated and advanced math choices on higher end. Why put a lid on how much a kid learns?

Because we don’t have racial and economic equity in the groups of kids taking advanced math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Fcps allows HS graduation with just Algebra 2, works for those that don't get math. But using that as baseline and restricting students from taking advanced above grade math to avoid widening equity gap is where the problem is.

While increasing math choices at lower end help with graduation and discourage dropouts, I dont get the idea of restricting accelerated and advanced math choices on higher end. Why put a lid on how much a kid learns?

Because we don’t have racial and economic equity in the groups of kids taking advanced math.

Until a group of kids with desired racial mix cant be formed, no one should be allowed to take advanced math? Or make access difficult?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Fcps allows HS graduation with just Algebra 2, works for those that don't get math. But using that as baseline and restricting students from taking advanced above grade math to avoid widening equity gap is where the problem is.

While increasing math choices at lower end help with graduation and discourage dropouts, I dont get the idea of restricting accelerated and advanced math choices on higher end. Why put a lid on how much a kid learns?

You can't put kids who aren't ready for it into an advanced class. It drags down the whole class. If a kid shows readiness by having a decent score on a gatekeeping test, by all means put any kid who demonstrates readiness into the class.

[Anonymous]

Anonymous wrote:Fcps allows HS graduation with just Algebra 2, works for those that don't get math. But using that as baseline and restricting students from taking advanced above grade math to avoid widening equity gap is where the problem is.

FCPS does not restrict advanced Math, for equity or any other reasons. Fairfax doesn't accelerate quite as much as LoCo does but that's not a bad thing IMO.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Fcps allows HS graduation with just Algebra 2, works for those that don't get math. But using that as baseline and restricting students from taking advanced above grade math to avoid widening equity gap is where the problem is.

FCPS does not restrict advanced Math, for equity or any other reasons. Fairfax doesn't accelerate quite as much as LoCo does but that's not a bad thing IMO.

why? shouldnt they be encouraging taking on more advanced math similar to what texas does?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Fcps allows HS graduation with just Algebra 2, works for those that don't get math. But using that as baseline and restricting students from taking advanced above grade math to avoid widening equity gap is where the problem is.

FCPS does not restrict advanced Math, for equity or any other reasons. Fairfax doesn't accelerate quite as much as LoCo does but that's not a bad thing IMO.

why? shouldnt they be encouraging taking on more advanced math similar to what texas does?

LoCo sends more 6th graders to Algebra I than Fairfax does. I don't think that's a good thing. Ymmv

(Texas is not sending large numbers of 6th graders to Algebra I, fyi.)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Fcps allows HS graduation with just Algebra 2, works for those that don't get math. But using that as baseline and restricting students from taking advanced above grade math to avoid widening equity gap is where the problem is.

FCPS does not restrict advanced Math, for equity or any other reasons. Fairfax doesn't accelerate quite as much as LoCo does but that's not a bad thing IMO.

why? shouldnt they be encouraging taking on more advanced math similar to what texas does?

LoCo sends more 6th graders to Algebra I than Fairfax does. I don't think that's a good thing. Ymmv

(Texas is not sending large numbers of 6th graders to Algebra I, fyi.)

read the texas article... it appears they are enrolling students into advanced math and giving students a choice to opt-out if they find it too challenging.

"“About three years ago, around 20 to 22 percent of a cohort was enrolling in advanced math from fifth to sixth grade,” he said. “When we went to an opt-out policy, we’ve now increased that to between 35 and 40 percent of a cohort gets automatically enrolled in advanced math.”"

so in FCPS, why not enroll all six graders in algebra 1, and give the students an opt-out to step back. Instead of showing barriers to those who want to do advanced math.