New Math Program - NO Differentiation until Grades 11-12?!?

[Anonymous]

So, today's path if starting Alg 1 in 7th is: Geo H in 8th, Alg 2 in 9th, Pre calc in 10th, AP Calc BC in 11th and DE Matrix/MultiVar in 12th. Or, IB Analysis I and IB Analysis II in 10th and 11th, respectively, and Matrix/MultiVar in 12th.

Under the new policy there would be no Matrix/Multi var anymore? Only AP Calc in 12th though, right?

[Anonymous]

I need more details on how these paths work. By my understanding, everyone is in regular math together through 10th, and they all effectively take Algebra I and Geometry in 9th and 10th. How are they going to fit in the rest of the classes that lead them through Calc or into any post-calc classes? If a kid is doing IB, how can they take IB Analysis I in 10th? I thought that wasn't going to be allowed.

[Anonymous]

Anonymous wrote:Why do kids need to take Calculus in high school anyway?

My high school didn't even offer calculus. I simply took a year of it freshman year of college, majored in mathematics, got a master's in a STEM area, and have been working on a STEM field ever since.

What benefit would taking calculus in high school have given me?

Earlier graduation, savings on tuition, or if you retook it an easy A.

[Anonymous]

Anonymous wrote:

Anonymous wrote:So how do they grade 9th grade math under this system? Before, a kid who was above average in an honors class would get a B or a B-, but it would be boosted and an above average non-honors would jus get the B, B-. The difference gets reflected on the transcript, but the non-honors kid still has the B on their report card. Now that all those kids are in the same room, does the teacher just hand out more C-s and Ds to reflect the stark differences between students (the kid would would be getting the A+ in the honors class vs. the kid struggling in the gen class)?

The obvious answer is that nearly everyone would get an A. They're hardly going to detrack the math, only to give all of the lower performing kids bad grades. There will be absolutely no way to distinguish between a math whiz and a very average kid.

Which is probably by design. In the name of equity.

[Anonymous]

I’ve seen this is action. The kids that need help are made to feel incompetent. The teachers continue teaching even though they know they can’t follow.

[Anonymous]

Sigh. This is the total opposite of what they should be doing.

Putting everyone together is bad for literally everyone - the kids at the bottom, the kids at the top, and the kids in the middle who now need to deal with an even more frustrated teacher and more behavioral issues from kids that are totally bored or totally lost.

It's hard to understand how dim some people must be to come up with these things.

[Anonymous]

Seems like they're just pushing all the problems onto colleges to deal with.

Why are taxpayers okay with this??

We're going to end up with kids in college who shouldn't have passed fifth grade math.

[Anonymous]

Anonymous wrote:I need more details on how these paths work. By my understanding, everyone is in regular math together through 10th, and they all effectively take Algebra I and Geometry in 9th and 10th. How are they going to fit in the rest of the classes that lead them through Calc or into any post-calc classes? If a kid is doing IB, how can they take IB Analysis I in 10th? I thought that wasn't going to be allowed.

Maybe that will be the one exception? Unless it is possible for the diploma to just do it in 11th and 12th?

[Anonymous]

Anonymous wrote:

Anonymous wrote:There are other systems that work this way, with good math outcomes. Many/most Singaporean schools shifted to in class differentiation at least in primary and we should be so lucky as to have their math outcomes

Before anyone gets any ideas, no not everyone in Singapore is rich, despite that global stereotype.

No, but everyone values education and is willing to put their money where their mouth is. Parents work multiple jobs to pay for their child's education.

Primary grades are not middle and high school. This nonsense removed algebra and geometry, basics, as core courses. Math is math not social sciences and somehow such an objective discipline is now subjective? The rational for this junk is at https://www.mathedleadership.org/docs/resources/positionpapers/NCSMPositionPaper19.pdf
https://www.nctm.org/Store/Products/The-Impact-of-Identity-in-K-8-Mathematics--Rethinking--Equity-Based-Practices/
NCTM is in Reston. Are these people engineers, actuaries, finance pros, statisticians or basic elementary ed and general math teachers ? So in HS prior to grade 11 students have the same math as those who are learning basic fractions, multiplication, etc? Consider that FCPS gets students in middle and high school who have had little to no formal schooling.

[Anonymous]

Anonymous wrote:Cross post from another thread: People have noted that the Post seems to not have covered this. To notify the Post of a story, you are supposed to contact a reporter who covers the topic. Looks like this reporter has written on TJ, so maybe they'd be up for covering this story too? Can someone who has the info email them and send them the youtube links?

[e-mail]

Hey Hannah,
It's pretty pathetic that you are constantly searching DCUM for stories. You know the parents here aren't actually representative of the vast majority of FCPS parents, right? Maybe find some unbiased sources for your stories, hmmmkay?

Thanks.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Cross post from another thread: People have noted that the Post seems to not have covered this. To notify the Post of a story, you are supposed to contact a reporter who covers the topic. Looks like this reporter has written on TJ, so maybe they'd be up for covering this story too? Can someone who has the info email them and send them the youtube links?

[e-mail]

Hey Hannah,
It's pretty pathetic that you are constantly searching DCUM for stories. You know the parents here aren't actually representative of the vast majority of FCPS parents, right? Maybe find some unbiased sources for your stories, hmmmkay?

Thanks.

?
That post your age replying to was not signed by the reporter. It was by a PP saying someone needs to send the reporter this info. Clearly she is not stalking this board enough if she has missed this story.

That said I think this board is actually a decent spot to watch to be aware of something brewing. Not enough to rely on it to get quotes from or the only perspective but to know that something’s up to research it further.

[Anonymous]

Are not age ^

[Anonymous]

Anonymous wrote:I understand the argument that acceleration does not mean better. In fact, a lot of times it translates into kids not getting an in depth understanding of subject. But I’m not sure if that’s the argument here. Also, is this a VA only thing? Has there been any discussion at the national level for changing the math curriculum?

The VA DOE website has references to work on detracking and equity in mathematics. These were not developed by Virginia DOE, and would be getting attention in many places. Similar things have been implemented in other states. I don't know if any state or locality that adopted such a plan is still keeping it.

[Anonymous]

Anonymous wrote:
So it's all about getting into the "right" college, or as the one poster pointed out, financial benefits of a shorter college experience, without any real educational benefits?

No, those aren't the only benefits. Someone who has these classes can do a reduced courseload in college, or take other classes. I know someone who because he had space available was able to take a class he didn't need just because he thought it would be cool to take a class from Bose.

[Anonymous]

Anonymous wrote:So how do they grade 9th grade math under this system? Before, a kid who was above average in an honors class would get a B or a B-, but it would be boosted and an above average non-honors would jus get the B, B-. The difference gets reflected on the transcript, but the non-honors kid still has the B on their report card. Now that all those kids are in the same room, does the teacher just hand out more C-s and Ds to reflect the stark differences between students (the kid would would be getting the A+ in the honors class vs. the kid struggling in the gen class)?

Take a look at the VA DOE youtube channel. They have a video on grading and equity. So probably the grading will be changed to keep the weaker students from feeling left out.