Math 4/5

[Anonymous]

I have a question for teachers. Do most students get A’s on the mid module and end of module assessments in math 4/5? Asking teachers because parents here will say their kids get A’s.. most dcum kids get A’s and are 99th percentile. So thats not very helpful. But an honest answer from a teacher will be helpful. Thanks

[Anonymous]

In my class (focus school), about 75% get A’s, but with some tests, it can vary widely. Some of the mid and end of module tests have questions that are written horribly. If there are only 8 questions and 1-2 are written using confusing language, scores can really skew down even if the kids fully understand the concepts. I like quizzes better than the performance matters tests for grades.

However, there are also kids in the class who have no business being in the class who consistently get around 50% on the performance matters tests. I wish I could move them to the grade level class, but I’m not allowed.

If your child is occasionally getting a B or even getting a random C, don’t worry about it. If your child is rarely getting A’s, I’d recommend moving to the grade level class.

[Anonymous]

OP remember that your child is able to retake the assessments for a higher grade if needed. That said, I agree with PP that if your child is rarely getting an A on the first try, it's probably not the right class for them.

[Anonymous]

Anonymous wrote:In my class (focus school), about 75% get A’s, but with some tests, it can vary widely. Some of the mid and end of module tests have questions that are written horribly. If there are only 8 questions and 1-2 are written using confusing language, scores can really skew down even if the kids fully understand the concepts. I like quizzes better than the performance matters tests for grades.

However, there are also kids in the class who have no business being in the class who consistently get around 50% on the performance matters tests. I wish I could move them to the grade level class, but I’m not allowed.

If your child is occasionally getting a B or even getting a random C, don’t worry about it. If your child is rarely getting A’s, I’d recommend moving to the grade level class.

Why can’t you have conversation with the school leadership and the kids parents to indicate they are not doing well w/ the pace of the accelerated class and would be better served in the on-level class. Their grades compared to the means consistently should be enough evidence of the problem.

[Anonymous]

OP here- he mostly gets A’s with an occasional B. But I have never heard of retakes in elementary school. One thing I heard though is the teacher went over a question after a recent test which most kids were stumped by and then allowed everyone to ‘fix’ their answers after they had already turned in the tests.. so just wondering if this is common? If so, it would make sense that most kids gets A’s.

[Anonymous]

Anonymous wrote:

Anonymous wrote:In my class (focus school), about 75% get A’s, but with some tests, it can vary widely. Some of the mid and end of module tests have questions that are written horribly. If there are only 8 questions and 1-2 are written using confusing language, scores can really skew down even if the kids fully understand the concepts. I like quizzes better than the performance matters tests for grades.

However, there are also kids in the class who have no business being in the class who consistently get around 50% on the performance matters tests. I wish I could move them to the grade level class, but I’m not allowed.

If your child is occasionally getting a B or even getting a random C, don’t worry about it. If your child is rarely getting A’s, I’d recommend moving to the grade level class.

Why can’t you have conversation with the school leadership and the kids parents to indicate they are not doing well w/ the pace of the accelerated class and would be better served in the on-level class. Their grades compared to the means consistently should be enough evidence of the problem.

At my kid's non-focus school parents lost their mind when teachers suggested kids move down in math. Now those kids are struggling through pre-Calculus with the looming pressure of college applications.

[Anonymous]

Acc to my son about 50% kids get A’s. About 25% get B’s and C’s and the remaining class gets C and below. Yes the teachers regularly ask kids to come and fix their mistakes if they haven’t done well on the tests.

[Anonymous]

Anonymous wrote:

Anonymous wrote:In my class (focus school), about 75% get A’s, but with some tests, it can vary widely. Some of the mid and end of module tests have questions that are written horribly. If there are only 8 questions and 1-2 are written using confusing language, scores can really skew down even if the kids fully understand the concepts. I like quizzes better than the performance matters tests for grades.

However, there are also kids in the class who have no business being in the class who consistently get around 50% on the performance matters tests. I wish I could move them to the grade level class, but I’m not allowed.

If your child is occasionally getting a B or even getting a random C, don’t worry about it. If your child is rarely getting A’s, I’d recommend moving to the grade level class.

Why can’t you have conversation with the school leadership and the kids parents to indicate they are not doing well w/ the pace of the accelerated class and would be better served in the on-level class. Their grades compared to the means consistently should be enough evidence of the problem.

It’s not that big a deal. They can off-ramp into 5 next year. They are still doing math all year.

[Anonymous]

My 99th percentile MAP-M kid has gotten Bs on assessments, mostly due to careless mistakes on the methods of Eureka math that they're tested on.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In my class (focus school), about 75% get A’s, but with some tests, it can vary widely. Some of the mid and end of module tests have questions that are written horribly. If there are only 8 questions and 1-2 are written using confusing language, scores can really skew down even if the kids fully understand the concepts. I like quizzes better than the performance matters tests for grades.

However, there are also kids in the class who have no business being in the class who consistently get around 50% on the performance matters tests. I wish I could move them to the grade level class, but I’m not allowed.

If your child is occasionally getting a B or even getting a random C, don’t worry about it. If your child is rarely getting A’s, I’d recommend moving to the grade level class.

Why can’t you have conversation with the school leadership and the kids parents to indicate they are not doing well w/ the pace of the accelerated class and would be better served in the on-level class. Their grades compared to the means consistently should be enough evidence of the problem.

It’s not that big a deal. They can off-ramp into 5 next year. They are still doing math all year.

Why wait a whole year? What’s the point of struggling through an accelerated courses when you can take the on level class and get the appropriate speed and support ensuring you have a good math foundation.

[Anonymous]

Anonymous wrote:OP here- he mostly gets A’s with an occasional B. But I have never heard of retakes in elementary school. One thing I heard though is the teacher went over a question after a recent test which most kids were stumped by and then allowed everyone to ‘fix’ their answers after they had already turned in the tests.. so just wondering if this is common? If so, it would make sense that most kids gets A’s.

In our 5/6 class kids who got a C generally retook assessments for higher grades.