TJ Calculus BC - Junior Year - Finding it difficult

[Anonymous]

DD is in Junior and taken Calculus BC - she is finding it difficult and grade hovering around A- - any suggestions/advice? Thank you

[Anonymous]

I mean, getting an A- taking TJ's version of Calc BC sounds like she's doing pretty well, though having to work hard to achieve/sustain it. It's not supposed to be a cakewalk to get an A. If she wants those few extra percentage points, maybe invest in a tutor to help get over that hurdle?

[Anonymous]

Do tons and tons of problems. That's the best way to learn Calculus. Don't think because she's good at math she can just get the concepts and she'll be fine. She needs to practice tons of problems. And then do some more.

[Anonymous]

Practice. Office hours. Few tutoring sessions for difficult concepts.

[Anonymous]

Anonymous wrote:I mean, getting an A- taking TJ's version of Calc BC sounds like she's doing pretty well, though having to work hard to achieve/sustain it. It's not supposed to be a cakewalk to get an A. If she wants those few extra percentage points, maybe invest in a tutor to help get over that hurdle?

Exactly!. I though this is a humble brag. If that is the lowest grade your DC has then you are very lucky, your DC is navigating the TJ journey smooth and may be in the top 10% already!

[Anonymous]

Please don’t pressure your kid to get perfect grades. They are already at TJ. Give the kid a break!

[Anonymous]

Anonymous wrote:DD is in Junior and taken Calculus BC - she is finding it difficult and grade hovering around A- - any suggestions/advice? Thank you

She would easily be in the top 5% of her class if she is getting an A- in Calculus BC. Best suggestion would be to just ease up on her. She is doing really great.

If you are talking about base HS, that is an entirely different story.

[Anonymous]

Anonymous wrote:DD is in Junior and taken Calculus BC - she is finding it difficult and grade hovering around A- - any suggestions/advice? Thank you

What does "grade hovering around A- -" mean? She was at B or C in the past, but now recovered to A-? And it may return to B or C unless she gets hep?

[Anonymous]

On the face of it, I would take it to mean that based on the coursework and tests to date she's been pretty consistently in the 90-92 range on average... which is great, but not strong enough to earn an outright A, so OP is wondering what supports might help her daughter boost up from A- to A level.

Unclear if the motivation to try and reach the A level is being driven by OP or OP's child.

[Anonymous]

Anonymous wrote:On the face of it, I would take it to mean that based on the coursework and tests to date she's been pretty consistently in the 90-92 range on average... which is great, but not strong enough to earn an outright A, so OP is wondering what supports might help her daughter boost up from A- to A level.

Unclear if the motivation to try and reach the A level is being driven by OP or OP's child.

That's just a guess, an A doesn't necessarily mean > 93. It all depends on difficulty of the material and whether enough students are able to do that in the class vs what the teacher believes should be the bar for A, hence a bell curve. In most math/science college classes an A is much more generous than that (usually somewhere in the 80s or above, sometimes even less).

[Anonymous]

Anonymous wrote:

Anonymous wrote:On the face of it, I would take it to mean that based on the coursework and tests to date she's been pretty consistently in the 90-92 range on average... which is great, but not strong enough to earn an outright A, so OP is wondering what supports might help her daughter boost up from A- to A level.

Unclear if the motivation to try and reach the A level is being driven by OP or OP's child.

That's just a guess, an A doesn't necessarily mean > 93. It all depends on difficulty of the material and whether enough students are able to do that in the class vs what the teacher believes should be the bar for A, hence a bell curve. In most math/science college classes an A is much more generous than that (usually somewhere in the 80s or above, sometimes even less).

This isn't college.

https://www.fcps.edu/academics/grading-and-reporting/secondary/grading-scale

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:On the face of it, I would take it to mean that based on the coursework and tests to date she's been pretty consistently in the 90-92 range on average... which is great, but not strong enough to earn an outright A, so OP is wondering what supports might help her daughter boost up from A- to A level.

Unclear if the motivation to try and reach the A level is being driven by OP or OP's child.

That's just a guess, an A doesn't necessarily mean > 93. It all depends on difficulty of the material and whether enough students are able to do that in the class vs what the teacher believes should be the bar for A, hence a bell curve. In most math/science college classes an A is much more generous than that (usually somewhere in the 80s or above, sometimes even less).

This isn't college.

https://www.fcps.edu/academics/grading-and-reporting/secondary/grading-scale

And that's just a scale. Teachers can decide to curve if they have a good reason, especially at TJ in college level courses.

[Anonymous]

It is a difficult class at TJ. A- is terrific

[Anonymous]

Anonymous wrote:

Anonymous wrote:DD is in Junior and taken Calculus BC - she is finding it difficult and grade hovering around A- - any suggestions/advice? Thank you

What does "grade hovering around A- -" mean? She was at B or C in the past, but now recovered to A-? And it may return to B or C unless she gets hep?

Meant to type, ... grade hovering around C.