Can a sixth grader take algebra 1?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have read all 7 pages of posts, and those against acceleration keep saying it’s too much math by the time you get to high school. Whiles Some are saying what about advocating for your kids acceleration.
Why can’t mcps embrace the kids talent and push them more in math so that they are challenged and continue to thrive. Forget about what MIGHT happen at high school level, what about NOW why can’t they be challenged now instead placed in a boring low level math class. Shouldn’t parents advocate for there children so they can learn and thrive and not develop a boredom in school for low level math classes. On a separate note, Isn’t AIM like a review of just 5 and 6 grade math?

No clue, but when I asked, I was told that my 6th grader who scored over 300 on their MAP-M was not eligible for 6th-grade algebra because they hadn't taken AIM in 5th. It wasn't offered at our school.

I feel for you. It should not be the parent's fault for not having a house in affluent school zones nor parent's fault for reluctancy in advocating for their kids, yet this kid apparently needs a leg-up. It's the system that's sick.

I guess I feel the county should provide the same opportunities to rich and poor alike.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have read all 7 pages of posts, and those against acceleration keep saying it’s too much math by the time you get to high school. Whiles Some are saying what about advocating for your kids acceleration.
Why can’t mcps embrace the kids talent and push them more in math so that they are challenged and continue to thrive. Forget about what MIGHT happen at high school level, what about NOW why can’t they be challenged now instead placed in a boring low level math class. Shouldn’t parents advocate for there children so they can learn and thrive and not develop a boredom in school for low level math classes. On a separate note, Isn’t AIM like a review of just 5 and 6 grade math?

AIM is 7th and half of 8th and the other half will be thought along with Algebra.

Just chiming in to add:
This year’s incoming 6th graders did not learn the last 1/3 of 3rd grade math in spring 2020 because of the pandemic. They also had up to 40 percent of compacted math 4/5 condensed or omitted because of virtual learning and no school Wednesdays. They had the majority of compacted 5/6 with just one Eureka module omitted. I personally think skipping math 7 & math 8 for these kids who skipped lots of foundational math the last 3 years is a bit problematic. My child has an astronomically high MAP score in spite of these omissions too, but I feel as though doing all kinds of skipping is going to leave him with some big gaps. I’m not in a race or a competition with anyone and he does complain of boredom in math, but he might be bored in Algebra too.

That's not really true. Our school covered the complete curriculum. I get that some schools where students slacked off didn't do as well, but try not including everyone in these blanket pronouncements.

I’m sorry but blaming students for slacking off is patently ridiculous. Teachers were not allowed to cover new content on Wednesdays per the contract with the teachers union. There are pacing guidelines from central office that teachers and schools are supposed to follow. If your school went outside these guidelines and disregarded the union contract and taught on Wednesdays, etc. then I believe you, but that is not what happened in the majority of schools and was certainly not related to whether students were or were not slacking.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have read all 7 pages of posts, and those against acceleration keep saying it’s too much math by the time you get to high school. Whiles Some are saying what about advocating for your kids acceleration.
Why can’t mcps embrace the kids talent and push them more in math so that they are challenged and continue to thrive. Forget about what MIGHT happen at high school level, what about NOW why can’t they be challenged now instead placed in a boring low level math class. Shouldn’t parents advocate for there children so they can learn and thrive and not develop a boredom in school for low level math classes. On a separate note, Isn’t AIM like a review of just 5 and 6 grade math?

AIM is 7th and half of 8th and the other half will be thought along with Algebra.

Just chiming in to add:
This year’s incoming 6th graders did not learn the last 1/3 of 3rd grade math in spring 2020 because of the pandemic. They also had up to 40 percent of compacted math 4/5 condensed or omitted because of virtual learning and no school Wednesdays. They had the majority of compacted 5/6 with just one Eureka module omitted. I personally think skipping math 7 & math 8 for these kids who skipped lots of foundational math the last 3 years is a bit problematic. My child has an astronomically high MAP score in spite of these omissions too, but I feel as though doing all kinds of skipping is going to leave him with some big gaps. I’m not in a race or a competition with anyone and he does complain of boredom in math, but he might be bored in Algebra too.

That's also not true. Ours did.

That's not really true. Our school covered the complete curriculum. I get that some schools where students slacked off didn't do as well, but try not including everyone in these blanket pronouncements.

I’m sorry but blaming students for slacking off is patently ridiculous. Teachers were not allowed to cover new content on Wednesdays per the contract with the teachers union. There are pacing guidelines from central office that teachers and schools are supposed to follow. If your school went outside these guidelines and disregarded the union contract and taught on Wednesdays, etc. then I believe you, but that is not what happened in the majority of schools and was certainly not related to whether students were or were not slacking.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have read all 7 pages of posts, and those against acceleration keep saying it’s too much math by the time you get to high school. Whiles Some are saying what about advocating for your kids acceleration.
Why can’t mcps embrace the kids talent and push them more in math so that they are challenged and continue to thrive. Forget about what MIGHT happen at high school level, what about NOW why can’t they be challenged now instead placed in a boring low level math class. Shouldn’t parents advocate for there children so they can learn and thrive and not develop a boredom in school for low level math classes. On a separate note, Isn’t AIM like a review of just 5 and 6 grade math?

AIM is 7th and half of 8th and the other half will be thought along with Algebra.

Just chiming in to add:
This year’s incoming 6th graders did not learn the last 1/3 of 3rd grade math in spring 2020 because of the pandemic. They also had up to 40 percent of compacted math 4/5 condensed or omitted because of virtual learning and no school Wednesdays. They had the majority of compacted 5/6 with just one Eureka module omitted. I personally think skipping math 7 & math 8 for these kids who skipped lots of foundational math the last 3 years is a bit problematic. My child has an astronomically high MAP score in spite of these omissions too, but I feel as though doing all kinds of skipping is going to leave him with some big gaps. I’m not in a race or a competition with anyone and he does complain of boredom in math, but he might be bored in Algebra too.

That's not really true. Our school covered the complete curriculum. I get that some schools where students slacked off didn't do as well, but try not including everyone in these blanket pronouncements.

I’m sorry but blaming students for slacking off is patently ridiculous. Teachers were not allowed to cover new content on Wednesdays per the contract with the teachers union. There are pacing guidelines from central office that teachers and schools are supposed to follow. If your school went outside these guidelines and disregarded the union contract and taught on Wednesdays, etc. then I believe you, but that is not what happened in the majority of schools and was certainly not related to whether students were or were not slacking.

I'm also sorry but blaming teachers because your kids couldn't be bothered is also not right.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have read all 7 pages of posts, and those against acceleration keep saying it’s too much math by the time you get to high school. Whiles Some are saying what about advocating for your kids acceleration.
Why can’t mcps embrace the kids talent and push them more in math so that they are challenged and continue to thrive. Forget about what MIGHT happen at high school level, what about NOW why can’t they be challenged now instead placed in a boring low level math class. Shouldn’t parents advocate for there children so they can learn and thrive and not develop a boredom in school for low level math classes. On a separate note, Isn’t AIM like a review of just 5 and 6 grade math?

No clue, but when I asked, I was told that my 6th grader who scored over 300 on their MAP-M was not eligible for 6th-grade algebra because they hadn't taken AIM in 5th. It wasn't offered at our school.

I feel for you. It should not be the parent's fault for not having a house in affluent school zones nor parent's fault for reluctancy in advocating for their kids, yet this kid apparently needs a leg-up. It's the system that's sick.

I guess I feel the county should provide the same opportunities to rich and poor alike.

+a million. I really don’t understand why mcps is laser focused on complicating and rationing out opportunities, mainly based on race and SES and not academic data. Can we not just simplify everything?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have read all 7 pages of posts, and those against acceleration keep saying it’s too much math by the time you get to high school. Whiles Some are saying what about advocating for your kids acceleration.
Why can’t mcps embrace the kids talent and push them more in math so that they are challenged and continue to thrive. Forget about what MIGHT happen at high school level, what about NOW why can’t they be challenged now instead placed in a boring low level math class. Shouldn’t parents advocate for there children so they can learn and thrive and not develop a boredom in school for low level math classes. On a separate note, Isn’t AIM like a review of just 5 and 6 grade math?

AIM is 7th and half of 8th and the other half will be thought along with Algebra.

Just chiming in to add:
This year’s incoming 6th graders did not learn the last 1/3 of 3rd grade math in spring 2020 because of the pandemic. They also had up to 40 percent of compacted math 4/5 condensed or omitted because of virtual learning and no school Wednesdays. They had the majority of compacted 5/6 with just one Eureka module omitted. I personally think skipping math 7 & math 8 for these kids who skipped lots of foundational math the last 3 years is a bit problematic. My child has an astronomically high MAP score in spite of these omissions too, but I feel as though doing all kinds of skipping is going to leave him with some big gaps. I’m not in a race or a competition with anyone and he does complain of boredom in math, but he might be bored in Algebra too.

That's not really true. Our school covered the complete curriculum. I get that some schools where students slacked off didn't do as well, but try not including everyone in these blanket pronouncements.

I’m sorry but blaming students for slacking off is patently ridiculous. Teachers were not allowed to cover new content on Wednesdays per the contract with the teachers union. There are pacing guidelines from central office that teachers and schools are supposed to follow. If your school went outside these guidelines and disregarded the union contract and taught on Wednesdays, etc. then I believe you, but that is not what happened in the majority of schools and was certainly not related to whether students were or were not slacking.

I'm also sorry but blaming teachers because your kids couldn't be bothered is also not right.

Who is blaming teachers?! Certainly not me! If I’m blaming anyone it is MCPS central office.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have read all 7 pages of posts, and those against acceleration keep saying it’s too much math by the time you get to high school. Whiles Some are saying what about advocating for your kids acceleration.
Why can’t mcps embrace the kids talent and push them more in math so that they are challenged and continue to thrive. Forget about what MIGHT happen at high school level, what about NOW why can’t they be challenged now instead placed in a boring low level math class. Shouldn’t parents advocate for there children so they can learn and thrive and not develop a boredom in school for low level math classes. On a separate note, Isn’t AIM like a review of just 5 and 6 grade math?

AIM is 7th and half of 8th and the other half will be thought along with Algebra.

Just chiming in to add:
This year’s incoming 6th graders did not learn the last 1/3 of 3rd grade math in spring 2020 because of the pandemic. They also had up to 40 percent of compacted math 4/5 condensed or omitted because of virtual learning and no school Wednesdays. They had the majority of compacted 5/6 with just one Eureka module omitted. I personally think skipping math 7 & math 8 for these kids who skipped lots of foundational math the last 3 years is a bit problematic. My child has an astronomically high MAP score in spite of these omissions too, but I feel as though doing all kinds of skipping is going to leave him with some big gaps. I’m not in a race or a competition with anyone and he does complain of boredom in math, but he might be bored in Algebra too.

That's not really true. Our school covered the complete curriculum. I get that some schools where students slacked off didn't do as well, but try not including everyone in these blanket pronouncements.

I’m sorry but blaming students for slacking off is patently ridiculous. Teachers were not allowed to cover new content on Wednesdays per the contract with the teachers union. There are pacing guidelines from central office that teachers and schools are supposed to follow. If your school went outside these guidelines and disregarded the union contract and taught on Wednesdays, etc. then I believe you, but that is not what happened in the majority of schools and was certainly not related to whether students were or were not slacking.

I'm also sorry but blaming teachers because your kids couldn't be bothered is also not right.

Kids couldn’t be bothered to what? Show up to a zoom that didn’t exist? Self teach modules that weren’t provided to them that they didn’t even know were omitted? You sound insane.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have read all 7 pages of posts, and those against acceleration keep saying it’s too much math by the time you get to high school. Whiles Some are saying what about advocating for your kids acceleration.
Why can’t mcps embrace the kids talent and push them more in math so that they are challenged and continue to thrive. Forget about what MIGHT happen at high school level, what about NOW why can’t they be challenged now instead placed in a boring low level math class. Shouldn’t parents advocate for there children so they can learn and thrive and not develop a boredom in school for low level math classes. On a separate note, Isn’t AIM like a review of just 5 and 6 grade math?

No clue, but when I asked, I was told that my 6th grader who scored over 300 on their MAP-M was not eligible for 6th-grade algebra because they hadn't taken AIM in 5th. It wasn't offered at our school.

I feel for you. It should not be the parent's fault for not having a house in affluent school zones nor parent's fault for reluctancy in advocating for their kids, yet this kid apparently needs a leg-up. It's the system that's sick.

I guess I feel the county should provide the same opportunities to rich and poor alike.

Some "poor" schools are offering Algebra in 6th. Its the "rich" families complaining.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have read all 7 pages of posts, and those against acceleration keep saying it’s too much math by the time you get to high school. Whiles Some are saying what about advocating for your kids acceleration.
Why can’t mcps embrace the kids talent and push them more in math so that they are challenged and continue to thrive. Forget about what MIGHT happen at high school level, what about NOW why can’t they be challenged now instead placed in a boring low level math class. Shouldn’t parents advocate for there children so they can learn and thrive and not develop a boredom in school for low level math classes. On a separate note, Isn’t AIM like a review of just 5 and 6 grade math?

AIM is 7th and half of 8th and the other half will be thought along with Algebra.

Just chiming in to add:
This year’s incoming 6th graders did not learn the last 1/3 of 3rd grade math in spring 2020 because of the pandemic. They also had up to 40 percent of compacted math 4/5 condensed or omitted because of virtual learning and no school Wednesdays. They had the majority of compacted 5/6 with just one Eureka module omitted. I personally think skipping math 7 & math 8 for these kids who skipped lots of foundational math the last 3 years is a bit problematic. My child has an astronomically high MAP score in spite of these omissions too, but I feel as though doing all kinds of skipping is going to leave him with some big gaps. I’m not in a race or a competition with anyone and he does complain of boredom in math, but he might be bored in Algebra too.

That's also not true. Ours did.

That's not really true. Our school covered the complete curriculum. I get that some schools where students slacked off didn't do as well, but try not including everyone in these blanket pronouncements.

I’m sorry but blaming students for slacking off is patently ridiculous. Teachers were not allowed to cover new content on Wednesdays per the contract with the teachers union. There are pacing guidelines from central office that teachers and schools are supposed to follow. If your school went outside these guidelines and disregarded the union contract and taught on Wednesdays, etc. then I believe you, but that is not what happened in the majority of schools and was certainly not related to whether students were or were not slacking.

The no wednesday class was absurd BUT, as a parent, especially in ES, you easily could have supplemented with workbooks. Far harder when they get into MS or HS but now they are also offering free tutoring so you could have participated in that as well.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have read all 7 pages of posts, and those against acceleration keep saying it’s too much math by the time you get to high school. Whiles Some are saying what about advocating for your kids acceleration.
Why can’t mcps embrace the kids talent and push them more in math so that they are challenged and continue to thrive. Forget about what MIGHT happen at high school level, what about NOW why can’t they be challenged now instead placed in a boring low level math class. Shouldn’t parents advocate for there children so they can learn and thrive and not develop a boredom in school for low level math classes. On a separate note, Isn’t AIM like a review of just 5 and 6 grade math?

No clue, but when I asked, I was told that my 6th grader who scored over 300 on their MAP-M was not eligible for 6th-grade algebra because they hadn't taken AIM in 5th. It wasn't offered at our school.

I feel for you. It should not be the parent's fault for not having a house in affluent school zones nor parent's fault for reluctancy in advocating for their kids, yet this kid apparently needs a leg-up. It's the system that's sick.

I guess I feel the county should provide the same opportunities to rich and poor alike.

Some "poor" schools are offering Algebra in 6th. Its the "rich" families complaining.

So Frost and Cold Spring are poor? I thought they had <5% FARMS?

[Anonymous]

I've never understood why different schools are allowed to provide different math pathways. This has been going on quite a while and it has never made sense. It is also not based on "rich" vs. "poor" schools. It has to do with principals I'm guessing.

One option if your kid would like to accelerate is to take geometry and algebra II together in middle school. My kids went to Newport Mill (would not let 6th graders in algebra--to my knowledge), but I definitely knew a few kids who doubled up geometry and algebra II. Newport is co-located with Einstein, so it's easier to make that schedule work.

[Anonymous]

Anonymous wrote:I have read all 7 pages of posts, and those against acceleration keep saying it’s too much math by the time you get to high school. Whiles Some are saying what about advocating for your kids acceleration.
Why can’t mcps embrace the kids talent and push them more in math so that they are challenged and continue to thrive. Forget about what MIGHT happen at high school level, what about NOW why can’t they be challenged now instead placed in a boring low level math class. Shouldn’t parents advocate for there children so they can learn and thrive and not develop a boredom in school for low level math classes. On a separate note, Isn’t AIM like a review of just 5 and 6 grade math?

It’s not so much that it’s too much math for the kids. It’s that it’s more math than MCPS teaches at many high schools. So then your child ultimately has to choose what to give up in high school. If they are bored taking both AB & BC Calc down the road, is that any better than being bored by AIM in 6th grade? Or if they charge ahead and dual enroll at MC for a year or two, do they need to miss out on other opportunities due to scheduling?

MCPS is not great at handling exceptions, so if your kid is one of just a few doing something, it will most likely turn into a hassle at some point. I get that you’re all “live in the moment and hang the consequences,” but some people prefer to look ahead to the consequences of their decisions.

[Anonymous]

Anonymous wrote:I've never understood why different schools are allowed to provide different math pathways. This has been going on quite a while and it has never made sense. It is also not based on "rich" vs. "poor" schools. It has to do with principals I'm guessing.

One option if your kid would like to accelerate is to take geometry and algebra II together in middle school. My kids went to Newport Mill (would not let 6th graders in algebra--to my knowledge), but I definitely knew a few kids who doubled up geometry and algebra II. Newport is co-located with Einstein, so it's easier to make that schedule work.

I don’t understand why some middle schoolers must take a foreign language in 6th and others are allowed to start in 7th and take both music and art in 6th. Or why some schools have two foreign language options and others have four, when there is no mechanism besides home address to determine these inequitable pathways and opportunities. It’s like what we taught in preschool. If you’re going to share a snack, you need to have enough for everyone who wants.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I've never understood why different schools are allowed to provide different math pathways. This has been going on quite a while and it has never made sense. It is also not based on "rich" vs. "poor" schools. It has to do with principals I'm guessing.

One option if your kid would like to accelerate is to take geometry and algebra II together in middle school. My kids went to Newport Mill (would not let 6th graders in algebra--to my knowledge), but I definitely knew a few kids who doubled up geometry and algebra II. Newport is co-located with Einstein, so it's easier to make that schedule work.

I don’t understand why some middle schoolers must take a foreign language in 6th and others are allowed to start in 7th and take both music and art in 6th. Or why some schools have two foreign language options and others have four, when there is no mechanism besides home address to determine these inequitable pathways and opportunities. It’s like what we taught in preschool. If you’re going to share a snack, you need to have enough for everyone who wants.

You are responding to me, and I completely agree with you. Don't even get me started about foreign languages. There is no rhyme or reason as to how mcps decides to offer foreign languages at the high school level. I assume that language offerings in MS are dictated by what languages are offered at their feeder HS, so, MS language offerings are not the same at each MS. If your kid is at an IB middle school, they will be told they have to take a foreign language in 6th (unless they are not on grade level). Some people love this, others don't. I know from friends that non-IB middles schools vary in how much they encourage 6th graders to start a language.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I've never understood why different schools are allowed to provide different math pathways. This has been going on quite a while and it has never made sense. It is also not based on "rich" vs. "poor" schools. It has to do with principals I'm guessing.

One option if your kid would like to accelerate is to take geometry and algebra II together in middle school. My kids went to Newport Mill (would not let 6th graders in algebra--to my knowledge), but I definitely knew a few kids who doubled up geometry and algebra II. Newport is co-located with Einstein, so it's easier to make that schedule work.

I don’t understand why some middle schoolers must take a foreign language in 6th and others are allowed to start in 7th and take both music and art in 6th. Or why some schools have two foreign language options and others have four, when there is no mechanism besides home address to determine these inequitable pathways and opportunities. It’s like what we taught in preschool. If you’re going to share a snack, you need to have enough for everyone who wants.

You are responding to me, and I completely agree with you. Don't even get me started about foreign languages. There is no rhyme or reason as to how mcps decides to offer foreign languages at the high school level. I assume that language offerings in MS are dictated by what languages are offered at their feeder HS, so, MS language offerings are not the same at each MS. If your kid is at an IB middle school, they will be told they have to take a foreign language in 6th (unless they are not on grade level). Some people love this, others don't. I know from friends that non-IB middles schools vary in how much they encourage 6th graders to start a language.

You don't have to take a foriegn language in 6th or even in MS. Some kids don't.