If your school is currently piloting or offering E3 Math next year
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Anonymous
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"The purpose of E3 is to broaden the access for third and fourth graders to a more rigorous curriculum in elementary mathematics by raising the rigor for all students through an enhanced program of studies that layers more opportunities for depth and complexity through flexible delivery of Advanced Academic extensions."
I like the idea of raising the rigor for all, but I don't understand if in the meantime the rigor is a bit lower for the advanced math kids? And it says nothing about beyond 4th grade as far as using E3. Does this mean that in 5th grade they'll continue using the model we've been using (separating advanced math kids out to do the 6th grade curriculum and SOL), but that they are hoping that E3 will set more kids up to be ready for advanced math? If that's the case, I think I'd be ok with E3 for 3rd and 4th only. I get that tracking kids too early leads schools to miss some kids that will be able to handle 5th grade advanced math. E3 could possibly correct that. But that's a lot of assumptions on my part . . . |
Anonymous
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Honestly, in theory the E3 program doesn't sound too bad. The ES Math curriculum spirals a lot, so providing extensions to the advanced kids isn't much different than providing materials from a higher grade level. A one hour pull out in a small group once per week with the AART would likely be more valuable than whatever attention the kids typically get in an entire week of advanced math class.
Of course, in practice E3 will be a disaster for the advanced kids. The teachers will be overburdened enough with the struggling kids that they will drop the ball on enriching the advanced kids, like they already do in every single other gen ed classroom. The weekly AART pull outs will often be canceled, just like the LIII pull outs often are. |
Anonymous
| Does anyone think from the FCPS website description that the intent is to expand E3 math to 5th and 6th grade as well and do away with a dedicated advanced math curriculum? Or do you think E3 is intended to always be used in 3rd and 4th only to give more kids a chance (in theory) to be ready for 5th grade advanced math as it exists? |
Anonymous
I think if it was the bolded they would be shouting it from the rooftops. The fact that they aren't makes me suspect it's a quiet attempt to get rid of advanced math without explicitly saying so. Parents need to push back on this, hard, and demand answers. |
Anonymous
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I agree with an above PP in theory it sounds good. I also agree with another PP that whike it is currently described as 3-4th, it is likely the intent is to expand it as current 3-4th graders move up in grade.
As for the first, I choose to send my child to center (away from E3 for us) because I expect in practice it will not look as good as the theory. It is giving one teacher more differentiation within a classroom. I expect it will make math groups or differentiation look like reading groups. In my experience that looks like the top grouo meeting maybe once a week with the teacher (unless there are assemblies, holidays, early dismissals, etc) and in general getting little learning. I don’t fault the teacher but one person can only do so much. I just also believe all children need the opportunity both to learn and to fail. As for the second, of course they will expand it by grades. Once you have everyone together with however much differentiation, it’s much easier to continue that where kids have no expectation of it being done differently. It also plays into getting rid of or significantly reducing centers and moving towards local programs. My problem with that is it will play out differently at different schools and the kids most in need of centers will be hurt the most. I am really grateful that my younger child can still access a system that served my older child so well. |
Anonymous
Here’s a link describing the goals of E3 math: https://e3alliance.org/math-matters/ E3’s emphasis appears to be on getting more kids ready for 8th grade Algebra 1 as they see that course as the gateway to future academic and economic success. E3 also works with the Dana Center at the University of Texas, a US math reform group focused on improving equity in math whose work provided much of the foundation for VMPI. E3 2022 Blueprint Report https://e3alliance.org/wp-content/uploads/2006/07/2022_Blueprint-Summit-Report_FINAL.pdf (Page 16) “ILLUMINATIONS Commitment to Recommendations Accelerates Systems Change Regional data indicates needed shifts in practice and policy to promote equitable, accelerated math pathways for students . The Pathways of Promise (PoP) Steering Committee, which guides our math pathways work, developed district recommendations for this purpose . District partners following these recommendations are employing inclusive acceleration strategies, which avoid systemic disparities in access to advanced math courses. GROUNDED IN DATA Sustaining Commitment Key to Equitable Math Pathways Equitable access to and successful completion of advanced math courses in PK-12 remains a priority for postsecondary success . • Since school districts started implementing policy recommendations, the 8th grade Algebra I completion rate increased to 43%, continuing the rising trend for our region since 2017 . Central Texas’ completion rate for 2021 is the highest in the state and only two percentage points from our regional objective of 45% .” |
Anonymous
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Currently, our school starts advanced math in 5th. With 5th being the jump to 6th grade material, and then 6th the kids take the 7th SOL.
We are also a E3 school. I won’t know for certain if my kid will be ready - I don’t think they are covering any 5th grade material in 4th. I plan to reach out to make sure there will be a true advanced math class next year. I’ve heard rumors our school tried to get rid of it, but parents pushed back. |
Anonymous
Here's an interesting guide from E3/Dana Center on how school districts can accelerate equitably. It suggests taking the top 40% of kids in fifth grade and placing them on an accelerated math path by 6th grade. While it's hard to tell for sure, they are likely deeming accelerated to be Algebra 1 in 8th grade; if so, presumably additional differentiation would be required to accelerate more quickly than that. If a district were to follow this advice, they would likely have grades 3-4 go deeper into grade level content and wait to accelerate until grades 5-6, pacing the acceleration from there to 8th grade Algebra 1; anything faster would likely require differentiated instruction. There's no way to know if FCPS is following this advice or whether they have their own E3 implementation plan. The only way to tell is to cross-walk FCPS's E3 curriculum with advanced math's. Unfortunately, E3 does not appear to have curriculum specifics on its website. https://e3alliance.org/wp-content/uploads/2006/07/CTX_About_Student_Guide_Jan2023.pdf Advice to Districts (page 2) "Adopt/promote policies that provide equitable access to accelerated and advanced mathematics pathways and that require students to take math for all four years in high school. Work with partner institutions of higher education to dismantle policies that act as barriers to dual credit courses. Place every student in top two quintiles in 5th grade math performance, or based on earlier performance and qualitative measures, into an accelerated math pathway by 6th grade with an option to “opt out” (target is 40%). Create multiple entry points to accelerated math coursework beyond 6th grade through high school. Host an information session annually, starting in at least 5th grade, and share documents about available mathematics course options and mathematics pathways that extend through postsecondary education." |
Anonymous
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Well, I love the idea of multiple entry points and catching more kids that can handle Algebra in 8th grade. That is my goal for my advanced math kid - I'm not one to push him into 7th grade algebra. So I will keep an open mind when our school finally gives us details about this pilot program that they started without telling us.
I just hope he doesn't fall behind the advanced math kids at other elementary schools in our pyramid who are not in the pilot program. |
Anonymous
This, exactly. |
Anonymous
Is advanced math paced to ready kids for Algebra 1 in 7th grade? |
Anonymous
Kind of, but it still requires skipping ahead: 4th grade - advanced kids do 4th and 5th grade curriculum 5th grade - advanced kids do 6th grade curriculum and take the 6th grade SOL 6th grade - advanced kids do 7th grade math and take the 7th grade SOL and the Iowa If a 6th grade advanced math student gets a pass advanced on the 7th grade SOL and 91 percentile on the Iowa, they can take Algebra 1 in 7th grade. But, they would be skipping 8th grade math to get there. My advanced math student "just" hit the benchmarks to be able to take Algebra 1 in 7th grade, but we decided to keep him in 7th grade honors math (8th grade curriculum) and do Algebra 1 in 8th grade. We weren't sure how he'd do with middle school organization skills and didn't want him to have a grade on his high school transcript from his first semester in middle school. Algebra 1 will be on the high school transcript no matter what age a child takes it. Also, a lot of people say that even if a 7th grader does well in ALgebra 1, taking geometry as an 8th grader can be really difficult. Not sure if we made the right call, because he says math is boring and easy this year but we did our best. |
Anonymous
Same exact experience with our son, who is now in 8th. FWIW, he says there are a lot of kids retaking Algebra I Honors as 8th graders. |
Anonymous
The disruptions in learning during covid hit kids' math preparation particularly hard. That may be driving the repeats your son is describing this year. Pre-covid, repeats would likely not have been so common. |
Anonymous
E3 may have slower pacing than advanced math then. If FCPS is following E3/Dana Center recommendations, they may not be accelerating the base class in 4rd grade, leaving that to additional differentiation sessions with teachers. Whereas given what you said, advanced math is accelerating the base class in 4th grade. This would jive with what prior PP have said parents with older kids have observed (that content is not as rigorous). Thus, it would depend on how successfully class teachers are able to differentiate as to whether students would receive the same content in E3 as advanced math. Again, however, this assumes FCPS follows the E3 recommendations; we don't know if they are or are not. |