Common for AP Math teachers to insist on staying on schedule despite snow days?

[Anonymous]

I used to teach advanced math classes years ago and we had flexibility built in so we didn't have to rush if there were snow days. My daughter's AP teacher has combined complex lessons so that the syllabus is still exactly the same. She skipped topics they still must know for the exam. I am told they like to have a full month to review for the AP. It makes more sense to me to teach it thoroughly the first time around so you don't need a full month of review. Obviously I cannot tell a seasoned teacher how to teach, but just wondering if this is common. My daughter is a strong math student and I can see the enjoyment draining out of her as I try to help her master too many concepts in a short period of time. The lessons already cram a lot in without snow days and DD says a lot of the kids are stuck doing remediation after exams due to getting Ds and even Fs and doing retake or other point grab opportunities they have online and these are strong students. Is that common too? When I taught my students ranged from A to C with the occasional student who was either facing hardship or misplaced with a D.

[Anonymous]

Anonymous wrote:I used to teach advanced math classes years ago and we had flexibility built in so we didn't have to rush if there were snow days. My daughter's AP teacher has combined complex lessons so that the syllabus is still exactly the same. She skipped topics they still must know for the exam. I am told they like to have a full month to review for the AP. It makes more sense to me to teach it thoroughly the first time around so you don't need a full month of review. Obviously I cannot tell a seasoned teacher how to teach, but just wondering if this is common. My daughter is a strong math student and I can see the enjoyment draining out of her as I try to help her master too many concepts in a short period of time. The lessons already cram a lot in without snow days and DD says a lot of the kids are stuck doing remediation after exams due to getting Ds and even Fs and doing retake or other point grab opportunities they have online and these are strong students. Is that common too? When I taught my students ranged from A to C with the occasional student who was either facing hardship or misplaced with a D.

A strong math student shouldn't be struggling in calculus. Somewhere along the line they didn't master algebra and trig, which is an impediment when trying to learn basic calc topics. This is the inherent problem with grade inflation causing a gap in knowledge in stem education.

[Anonymous]

Anonymous wrote:I used to teach advanced math classes years ago and we had flexibility built in so we didn't have to rush if there were snow days. My daughter's AP teacher has combined complex lessons so that the syllabus is still exactly the same. She skipped topics they still must know for the exam. I am told they like to have a full month to review for the AP. It makes more sense to me to teach it thoroughly the first time around so you don't need a full month of review. Obviously I cannot tell a seasoned teacher how to teach, but just wondering if this is common. My daughter is a strong math student and I can see the enjoyment draining out of her as I try to help her master too many concepts in a short period of time. The lessons already cram a lot in without snow days and DD says a lot of the kids are stuck doing remediation after exams due to getting Ds and even Fs and doing retake or other point grab opportunities they have online and these are strong students. Is that common too? When I taught my students ranged from A to C with the occasional student who was either facing hardship or misplaced with a D.

For AP students, snow days are to be used to review units that were already taught.

Public school AP teacher often find themselves caught between the expectations of parents and students reluctant to invest the necessary time in homework study, and the reality of preparing for the challenging AP exam that is externally written and externally graded. Unlike a non-AP course with which an FCPS teacher has total control over how much syllabus to teach and how easy to grade & curve to avoid parent/student confrontation, when it comes to AP course that same teacher has no choice but to teach entire syllabus and expect the students to step up and put in the effort needed.

[Anonymous]

Teacher is dumb.

The exam has a built-in 25% buffer, even for the top score of 5. There is no need at all to teach the whole course before the AP exam date. It's more important to learn each topic well than to rush through more topics.

But also it doesn't really matter. Each kid's level of mastery is different, and everyone needs a few rounds for material to sink in more deeply. No large class can be perfectly paced for everyone.

Every day they are learning some math, and it all adds up.

[Anonymous]

OP checking back in. I appreciate the different perspectives. Teacher is actually quite organized and competent from what I see otherwise, but I have also learned the few parents I know have hired tutors as much as several times a week. I am fortunate I can help, but I may need to step it up if they have more snow days.

[Anonymous]

What AP course is this? Calc AB or precalc?

From a calc ab pacing standpoint, there are about 10 hours of precalc review, 100 hours of unit instruction, 10 hours for unit quizzes, and about 10 to 12 hours for final review.

https://apcentral.collegeboard.org/media/pdf/ap-calculus-ab-planning-pacing-guide-murphy-2015.pdf

[Anonymous]

Anonymous wrote:What AP course is this? Calc AB or precalc?

From a calc ab pacing standpoint, there are about 10 hours of precalc review, 100 hours of unit instruction, 10 hours for unit quizzes, and about 10 to 12 hours for final review.

https://apcentral.collegeboard.org/media/pdf/ap-calculus-ab-planning-pacing-guide-murphy-2015.pdf

It can't possibly be AP precalc, which is easier than many previous honors precalc classes that were preparing kids for AP BC. Similarly, AB is also a one semester college class taught over a full year in high school. Unless the class is being taught at a MIT calc I level, a strong math student shouldn't be struggling, especially when there are dozens of resources available for free. Home study from a former instructor is probably better than a high school class, anyway.

[Anonymous]

My DD is in BC Calc and on the snow days her teacher gave review packets and online exams. It is intense.

[Anonymous]

I teach AP math. There is no wiggle room. I opted not to combine lessons, but I’m cutting all quizzes 3rd quarter to salvage time. With all our holidays there isn’t a lot of extra time in the schedule.

Usually I finish mid April and have 3 weeks of review (kids are hit or miss for it as they take a zillion other exams during this time). This year it looks like even after removing all quizzes I’ll have 1 week. That’s only enough time to do one practice test, not even review any of the content.

It is what it is though. No one dies because they don’t pass the AP exam. I’m suggesting people buy a $20 prep book and start reviewing on their own if passing is important to them.