Equitable access to advanced math

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The basic assumption of the woke behind VMPI is that blacks and Hispanics are not capable of learning of advanced math.

Nothing racist in that.

That’s not the assumption at all.

Equity programs are trying to get **more** kids in advanced/accelerated classes.

This is like saying you're reversing global warming by changing the labels on the thermometers.

If a student's gen ed class suddenly gets falsely labelled "accelerated", it won't help them. But if a student's accelerated class becomes a gen ed class falsely labelled as "accelerated", it will hurt them.

So this helps no one except admin who get to pay themselves on the back for removing disparities (curing global warming).

No, that wasn’t what was being proposed for VA. Pure fiction.

“Equity” programs are trying to get MORE kids in advanced/accelerated classes.

https://e3alliance.org/2022/08/29/call-for-advanced-math-policy-during-texas-88th-legislature/
"E3 Alliance research indicates that taking more advanced math courses in high school highly correlates with students enrolling in a higher education institution, persisting in their studies, and ultimately completing a postsecondary credential"

"we believe the time is now to amplify all students across the state, scaling these tested and refined practices into state policy during the upcoming Texas 88th Legislative Session."

"Our state-level policy priorities include:
*Opt-Out Policy for high-performing students enrolling in accelerated math starting in 6th grade.
*Math All Four Years for high school students."

California used the same language, but the reality was of course very different. These groups have proven their dishonesty time and time again. Spoiler alert: if it was possible to magically make every middle school class more rigorous with no drawbacks, teachers would have done so already.

Agree with you completely. This “equity math” approach failed in California and it failed when tried in MoCo.

The person you are responding to posted the same chart about “E3” or “Equity Cubed” math, which Fairfax County Public Schools are trying to use to eliminate the AAP program.

Placing every child in AAP-level math sounds great, and E3 or “equity cubed” essentially does that.

E3 fits the title of this thread precisely, as it claims to be “equitable access to advanced math.”

However, when every child is placed in AAP-level math through this new E3 program, there is no more AAP.

And accelerated-pace learning under E3? The general-education kids will not learn at the accelerated pace used in AAP, so the whole class will have to slow down to the level appropriate for the slowest learners. Acceleration will be lost, and the kids who would previously have been in AAP will be bored, and likely lose interest in learning.

Sure - E3 claims to have anticipated advanced learners needing more/faster pace. E3 says they plan for occasional “pull outs” to give advanced learned a little extra work once in a while.

Pull-outs don’t work the way a dedicated AAP class works. Advanced learners absolutely will get far less under E3.

If your school adopts E3, it will be best for your child to switch to private school.

What a load of crap.

Fiction for an election year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The basic assumption of the woke behind VMPI is that blacks and Hispanics are not capable of learning of advanced math.

Nothing racist in that.

That’s not the assumption at all.

Equity programs are trying to get **more** kids in advanced/accelerated classes.

This is like saying you're reversing global warming by changing the labels on the thermometers.

If a student's gen ed class suddenly gets falsely labelled "accelerated", it won't help them. But if a student's accelerated class becomes a gen ed class falsely labelled as "accelerated", it will hurt them.

So this helps no one except admin who get to pay themselves on the back for removing disparities (curing global warming).

No, that wasn’t what was being proposed for VA. Pure fiction.

“Equity” programs are trying to get MORE kids in advanced/accelerated classes.

https://e3alliance.org/2022/08/29/call-for-advanced-math-policy-during-texas-88th-legislature/
"E3 Alliance research indicates that taking more advanced math courses in high school highly correlates with students enrolling in a higher education institution, persisting in their studies, and ultimately completing a postsecondary credential"

"we believe the time is now to amplify all students across the state, scaling these tested and refined practices into state policy during the upcoming Texas 88th Legislative Session."

"Our state-level policy priorities include:
*Opt-Out Policy for high-performing students enrolling in accelerated math starting in 6th grade.
*Math All Four Years for high school students."

California used the same language, but the reality was of course very different. These groups have proven their dishonesty time and time again. Spoiler alert: if it was possible to magically make every middle school class more rigorous with no drawbacks, teachers would have done so already.

Agree with you completely. This “equity math” approach failed in California and it failed when tried in MoCo.

The person you are responding to posted the same chart about “E3” or “Equity Cubed” math, which Fairfax County Public Schools are trying to use to eliminate the AAP program.

Placing every child in AAP-level math sounds great, and E3 or “equity cubed” essentially does that.

E3 fits the title of this thread precisely, as it claims to be “equitable access to advanced math.”

However, when every child is placed in AAP-level math through this new E3 program, there is no more AAP.

And accelerated-pace learning under E3? The general-education kids will not learn at the accelerated pace used in AAP, so the whole class will have to slow down to the level appropriate for the slowest learners. Acceleration will be lost, and the kids who would previously have been in AAP will be bored, and likely lose interest in learning.

Sure - E3 claims to have anticipated advanced learners needing more/faster pace. E3 says they plan for occasional “pull outs” to give advanced learned a little extra work once in a while.

Pull-outs don’t work the way a dedicated AAP class works. Advanced learners absolutely will get far less under E3.

If your school adopts E3, it will be best for your child to switch to private school.

What a load of crap.

Fiction for an election year.

You are such a worthless liar, PP.

[Anonymous]

Anonymous wrote:URM kids need algebra1 in 6th grade more than anyone else, ensuring URMs are more than likely to enter and succeed in engineering and science majors. There is solid proof that algebra1 in 6th ensures student takes atleast two years of calculus in high school itself.

Equity activists, especially the non-URM foxes, feel insecure letting URMs learning more math than they do.

Equity activists are not foxes, but are to be completely trusted as they know better than the URMs themselves on what's an appropriate math level to enroll in. Of course, every other non-URMs ignore the equity brigade as eccentric cartoon characters, but URMs should follow equity advise or else the entire brigade would be out of work.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The basic assumption of the woke behind VMPI is that blacks and Hispanics are not capable of learning of advanced math.

Nothing racist in that.

That’s not the assumption at all.

Equity programs are trying to get **more** kids in advanced/accelerated classes.

This is like saying you're reversing global warming by changing the labels on the thermometers.

If a student's gen ed class suddenly gets falsely labelled "accelerated", it won't help them. But if a student's accelerated class becomes a gen ed class falsely labelled as "accelerated", it will hurt them.

So this helps no one except admin who get to pay themselves on the back for removing disparities (curing global warming).

No, that wasn’t what was being proposed for VA. Pure fiction.

“Equity” programs are trying to get MORE kids in advanced/accelerated classes.

https://e3alliance.org/2022/08/29/call-for-advanced-math-policy-during-texas-88th-legislature/
"E3 Alliance research indicates that taking more advanced math courses in high school highly correlates with students enrolling in a higher education institution, persisting in their studies, and ultimately completing a postsecondary credential"

"we believe the time is now to amplify all students across the state, scaling these tested and refined practices into state policy during the upcoming Texas 88th Legislative Session."

"Our state-level policy priorities include:
*Opt-Out Policy for high-performing students enrolling in accelerated math starting in 6th grade.
*Math All Four Years for high school students."

California used the same language, but the reality was of course very different. These groups have proven their dishonesty time and time again. Spoiler alert: if it was possible to magically make every middle school class more rigorous with no drawbacks, teachers would have done so already.

Agree with you completely. This “equity math” approach failed in California and it failed when tried in MoCo.

The person you are responding to posted the same chart about “E3” or “Equity Cubed” math, which Fairfax County Public Schools are trying to use to eliminate the AAP program.

Placing every child in AAP-level math sounds great, and E3 or “equity cubed” essentially does that.

E3 fits the title of this thread precisely, as it claims to be “equitable access to advanced math.”

However, when every child is placed in AAP-level math through this new E3 program, there is no more AAP.

And accelerated-pace learning under E3? The general-education kids will not learn at the accelerated pace used in AAP, so the whole class will have to slow down to the level appropriate for the slowest learners. Acceleration will be lost, and the kids who would previously have been in AAP will be bored, and likely lose interest in learning.

Sure - E3 claims to have anticipated advanced learners needing more/faster pace. E3 says they plan for occasional “pull outs” to give advanced learned a little extra work once in a while.

Pull-outs don’t work the way a dedicated AAP class works. Advanced learners absolutely will get far less under E3.

If your school adopts E3, it will be best for your child to switch to private school.

What a load of crap.

Fiction for an election year.

You are such a worthless liar, PP.

Stop spreading lies. E3 does NOT push for eliminating accelerated paths - just the opposite. They want more kids taking accelerated math course with policies such as the opt-out policy.

“*Opt-Out Policy for high-performing students enrolling in accelerated math starting in 6th grade.”


https://e3alliance.org/2022/08/29/call-for-advanced-math-policy-during-texas-88th-legislature/
"E3 Alliance research indicates that taking more advanced math courses in high school highly correlates with students enrolling in a higher education institution, persisting in their studies, and ultimately completing a postsecondary credential"

"we believe the time is now to amplify all students across the state, scaling these tested and refined practices into state policy during the upcoming Texas 88th Legislative Session."

"Our state-level policy priorities include:
*Opt-Out Policy for high-performing students enrolling in accelerated math starting in 6th grade.
*Math All Four Years for high school students."

[Anonymous]

I just found out my 99th percentile math kid opted out of being on the track for Geometry in 8th. I'm pissed he was allowed to make that decision without me knowing about it.

[Anonymous]

Anonymous wrote:I just found out my 99th percentile math kid opted out of being on the track for Geometry in 8th. I'm pissed he was allowed to make that decision without me knowing about it.

How would that happen? Don't course requests have to be signed by the parent?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:URM kids need algebra1 in 6th grade more than anyone else, ensuring URMs are more than likely to enter and succeed in engineering and science majors. There is solid proof that algebra1 in 6th ensures student takes atleast two years of calculus in high school itself.

Equity activists, especially the non-URM foxes, feel insecure letting URMs learning more math than they do.

1. you need algebra by 7th to take 2 years of calculus in HS - and you could actually do it with algebra in 8th if you double up in HS.

2. you don't need 2 years of calculus in HS to enter and succeed in engineering/science majors.

-engineer

And this is why parents are absolutely nuts, pushing for early math that doesn't necessarily matter based on made up assumptions, and potentially at the expense of kids who might get by well enough or "mimic " the teacher's demonstrated steps, but end up lacking in higher level understanding in the more complex classes down the road.

https://www.mathnasium.com/math-centers/littleton/news/algebra-too-soon-1816080540

If my kid needs more acceleration, I'm going to push for it. It's not my problem or my fault that other parents will then try to push their unqualified kids into early Algebra. It's not my kid's responsibility to be held back for the benefit of others. Math is the one subject where there's no benefit and potentially some down side to having a kid sit in a classroom where they've already mastered the material. [/b]There are a lot of diagnostics out there showing exactly which math instructional level is appropriate for any kid. It's not exactly rocket science to follow the levels given in the diagnostics.

If the goal is getting more URM or economically disadvantaged kids into 7th grade Algebra, then FCPS is handling elementary school math completely wrong. In FCPS with AAP, the kids effectively are only compressing 8 years of math into 7 years, which isn't much acceleration at all. Then, they're expected to skip 8th grade math to do Algebra in 7th. [b]It would make more sense for bright kids to skip levels or compress levels much earlier if they've already mastered the material, and then spend more time with pre-algebra.

What specific diagnostics and peer reviewed research demonstrate this?

[Anonymous]

Anonymous wrote:

Anonymous wrote:URM kids need algebra1 in 6th grade more than anyone else, ensuring URMs are more than likely to enter and succeed in engineering and science majors. There is solid proof that algebra1 in 6th ensures student takes atleast two years of calculus in high school itself.

Equity activists, especially the non-URM foxes, feel insecure letting URMs learning more math than they do.

Equity activists are not foxes, but are to be completely trusted as they know better than the URMs themselves on what's an appropriate math level to enroll in. Of course, every other non-URMs ignore the equity brigade as eccentric cartoon characters, but URMs should follow equity advise or else the entire brigade would be out of work.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The basic assumption of the woke behind VMPI is that blacks and Hispanics are not capable of learning of advanced math.

Nothing racist in that.

That’s not the assumption at all.

Equity programs are trying to get **more** kids in advanced/accelerated classes.

This is like saying you're reversing global warming by changing the labels on the thermometers.

If a student's gen ed class suddenly gets falsely labelled "accelerated", it won't help them. But if a student's accelerated class becomes a gen ed class falsely labelled as "accelerated", it will hurt them.

So this helps no one except admin who get to pay themselves on the back for removing disparities (curing global warming).

No, that wasn’t what was being proposed for VA. Pure fiction.

“Equity” programs are trying to get MORE kids in advanced/accelerated classes.

https://e3alliance.org/2022/08/29/call-for-advanced-math-policy-during-texas-88th-legislature/
"E3 Alliance research indicates that taking more advanced math courses in high school highly correlates with students enrolling in a higher education institution, persisting in their studies, and ultimately completing a postsecondary credential"

"we believe the time is now to amplify all students across the state, scaling these tested and refined practices into state policy during the upcoming Texas 88th Legislative Session."

"Our state-level policy priorities include:
*Opt-Out Policy for high-performing students enrolling in accelerated math starting in 6th grade.
*Math All Four Years for high school students."

California used the same language, but the reality was of course very different. These groups have proven their dishonesty time and time again. Spoiler alert: if it was possible to magically make every middle school class more rigorous with no drawbacks, teachers would have done so already.

Agree; these groups citing “equity” to push a completely new and radical revamp of math education are selling the impossible. As you pointed out, they are dishonest time and time again.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The basic assumption of the woke behind VMPI is that blacks and Hispanics are not capable of learning of advanced math.

Nothing racist in that.

That’s not the assumption at all.

Equity programs are trying to get **more** kids in advanced/accelerated classes.

This is like saying you're reversing global warming by changing the labels on the thermometers.

If a student's gen ed class suddenly gets falsely labelled "accelerated", it won't help them. But if a student's accelerated class becomes a gen ed class falsely labelled as "accelerated", it will hurt them.

So this helps no one except admin who get to pay themselves on the back for removing disparities (curing global warming).

No, that wasn’t what was being proposed for VA. Pure fiction.

“Equity” programs are trying to get MORE kids in advanced/accelerated classes.

https://e3alliance.org/2022/08/29/call-for-advanced-math-policy-during-texas-88th-legislature/
"E3 Alliance research indicates that taking more advanced math courses in high school highly correlates with students enrolling in a higher education institution, persisting in their studies, and ultimately completing a postsecondary credential"

"we believe the time is now to amplify all students across the state, scaling these tested and refined practices into state policy during the upcoming Texas 88th Legislative Session."

"Our state-level policy priorities include:
*Opt-Out Policy for high-performing students enrolling in accelerated math starting in 6th grade.
*Math All Four Years for high school students."

California used the same language, but the reality was of course very different. These groups have proven their dishonesty time and time again. Spoiler alert: if it was possible to magically make every middle school class more rigorous with no drawbacks, teachers would have done so already.

Agree; these groups citing “equity” to push a completely new and radical revamp of math education are selling the impossible. As you pointed out, they are dishonest time and time again.

Plus, their real goal is to try to close the racial achievement gap “from the top down” but this approach simply makes every child less-educated, and is particularly devastating to accelerated / advanced learners.

[Anonymous]

Open enrollment into Algebra 1 in 6th grade is a viable option, but enough parents have to request that it be added to the FCPS math progression as one of the pathway.

[Anonymous]

Anonymous wrote:Open enrollment into Algebra 1 in 6th grade is a viable option, but enough parents have to request that it be added to the FCPS math progression as one of the pathway.

What is the research that supports this?

[Anonymous]

Anonymous wrote:Open enrollment into Algebra 1 in 6th grade is a viable option, but enough parents have to request that it be added to the FCPS math progression as one of the pathway.

You have identified a major reality and a weakness in the “pathways” model.

Equity advocates appear motivated to eliminate advanced opportunities such as acceleration and advanced-grade learning; NYC eliminated their gifted and talented program; Seattle has followed suit, and the state of California sought to prevent any public school student from taking Algebra prior to 9th grade (I’ll provide a link).

But, to placate concerned parents and dismiss criticism, the equity advocates will consistently promise there still could, potentially, exist a “pathway” to advanced learning opportunities, while lumping virtually all other students into one group.

In Virginia, the equity advocates even incorporated “pathways” right into the name of their scheme: the failed Virginia Math Pathways Initiative.

However, it’s easier to eliminate a mere “pathway” by, for example, claiming: “there are not enough students interested.” Or, creating the pathway but not telling parents it exists. A descent obfuscation the equity advocates use is hiding “pathway” behind the new name “opt out” (which does not sound promising, does it?

Do not be fooled.

- Equity advocates are seeking to close the racial achievement gap by eliminating advanced learning opportunities.

[Anonymous]

The VMPI-troll here on DCUM invariably responds to the fact VMPI would have eliminated almost access to advanced math by blurting out “it’s all lies! racists!!”

But this is her own chart, stating what VMPI sought to do: (luckily s bipartisan coalition, primarily in NOVA, halted VMPI)



Look closely, and decide for yourself who is lying.

[Anonymous]

So many trolls here, getting hard to keep track of. Might as well assign names

Biggest troll of them all is the Test Buying troll, who's scared to name the fictional seller. Oh well, trolls have their own fears