6th grade math placement letters posted

[Anonymous]

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Anonymous wrote:I had though at some point folks said that the score needed to get into Algebra 1 was 1046. And that pre algebra was in the 900s. MAYBE 940 but I may have made that up.

To get into pre Algebra 7 the you need a 475 on the SOL and a 785 on MI. So it seems weird to me that you need a lower score to get into that when it comes 7/8 grade math.

Where did you get the numbers for Algebra 7, they seem low

DP. Its detailed on the letter to rising 7th grade parents. FWIW there is definitely teacher input. My DD scored very low on the MI which was weird b/c she's an A student. The teacher worked with her to see what was wrong and looks like it had to do with something that one of new 5th grade teachers at the elementary school didn't teach last year (she said she had multiple kids with the same issue and same 5th grade teacher). But then DD score very high on the Math SOL. She was put in Pre-Alg 7.

My kid is the opposite. High MI, just missed the cut off for SOL, and recommended for math 7. Kid goofs off in class so that’s probably why. Debating whether we should push it or not…

I wouldn’t put a kid who goofs off in an accelerated class like this. It’s not fair to them or the other kids.

+1 and sounds like mom is already making excuses for him. (He rushed the SOL…)

Excuses? No, I’m explaining why I think the teacher input factored in - because the kid goofs off and doesn’t take it seriously. Even though kid clearly knows the content.

And pre-alg for 7th really is not all that accelerated. I have older kids who’ve taken more accelerated paths. Part of why kid goofed off is that math 6 is boring AF.

Can’t speak to “Math 6 is boring AF”, since, you know, I’m an adult and not actually in the room.

I know many kids who’ve done math 6 & kids who did pre-alg for 6th (math 6/7/8). Consensus is that math 6 is boring AF. Have you seen the syllabus? Very, very little new material after 5th.

I know kids, too. It’s not like a twelve-year-old to say math is boring! Your kid didn’t get in- because he didn't get in. I think you should trust the process and let him solidify his math skills. He’ll be ok.

Parent of a kid who just finished middle school here. No, do not blindly “trust the process” if you think your kid belongs in the higher math class. They have raised the cutoff scores in recent years in an effort to have fewer kids on the advanced track, for whatever reason. We had to push back to get our kid into the advanced class. He just finished geometry, and had no trouble earning all As all 3 years of MS math. Math ended up his favorite subject, too.

Recent education theories argue that pushing kids into an advance track too early causes them to grow too dislike math. Not saying it's right or wrong but there is an anti acceleration movement out there.

https://robertkaplinsky.com/the-case-against-acceleration/

https://www.nea.org/advocating-for-change/new-from-nea/how-much-math-too-much

wow. I hope APS isn't being guided by her recommendations.

They are, hence the excessively high standard for acceleration

After seeing how many kids end up struggling or miserable, high standards for 2x acceleration are a good thing.

I'm not sure the number who are struggling or miserable is so high that it merits the vastly raised standards for acceleration, but if those numbers really are that high, they should have just reduced the intensity of the advanced track. I don't think it's great to give kids with really high scores on the CoGat, SOL, and MI a curriculum with the same content and pacing as a kid who still struggles with times tables and place value.

I do think there should be a math 6/7 and then prealgebra honors option. Math 6 is boring and Math 6/7/8 is too much for many kids.

I don’t think watering down the material is the answer.

That would be a great option.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Just FYI I emailed the math person from our middle school and detailed exactly why I thought my son should be in pre-algebra for 6th instead of math 6, and she agreed with my reasoning and he was put in pre-algebra for 6th graders. So changes are possible.

(Please don't come at me for this, we had good reasons and from an early age he seemed destined for STEM)

How wild! Our son was disappointed about his placement, so we did the same. The math person indicated that there is nothing they can do, and that the placement is what it is. And if he's still interested in being placed in Pre-Algebra, then the central APS Math Office is going to require him take a readiness test (on the day before school starts, after a summer of, well, being a kid having fun during the summer).

All of this seems extraordinary to me, particularly as at no point has anyone been measuring their capacity to learn or interest level, but rather what they were taught in the classroom.

Anyway, it makes sense to me that they'd want to set and enforce standards, but this feels fairly arbitrary.

APS policy is that families have the final say on course placement. Maybe school reps are not familiar with this.
https://go.boarddocs.com/vsba/arlington/Board...vanced%20Classes.pdf
Policy I-7.2.9.31

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just FYI I emailed the math person from our middle school and detailed exactly why I thought my son should be in pre-algebra for 6th instead of math 6, and she agreed with my reasoning and he was put in pre-algebra for 6th graders. So changes are possible.

(Please don't come at me for this, we had good reasons and from an early age he seemed destined for STEM)

How wild! Our son was disappointed about his placement, so we did the same. The math person indicated that there is nothing they can do, and that the placement is what it is. And if he's still interested in being placed in Pre-Algebra, then the central APS Math Office is going to require him take a readiness test (on the day before school starts, after a summer of, well, being a kid having fun during the summer).

All of this seems extraordinary to me, particularly as at no point has anyone been measuring their capacity to learn or interest level, but rather what they were taught in the classroom.

Anyway, it makes sense to me that they'd want to set and enforce standards, but this feels fairly arbitrary.

APS policy is that families have the final say on course placement. Maybe school reps are not familiar with this.
https://go.boarddocs.com/vsba/arlington/Board...vanced%20Classes.pdf
Policy I-7.2.9.31

NP, and this is correct. I overrode the math recommendation at Swanson for one kid but agreed with the other. Both kids are in high school and are extremely successful in math. You know your kid best.

[Anonymous]

They used to have the advanced option be math 7 for 6th graders- so the advanced students were accelerated 1 year and then went on to Algebra in 7th. However between my first and 2nd kid they changed the advanced class to 2 years accelerated and now those kids take the math 8 SOL. I believe they realized that there was more content needed before algebra that made the math 8 SOL a better predictor of Algebra success. However there has always been just the 2 options for at least 8 years.

I agree that a “mid” option would be nice- perhaps math 6, math 7 for 6th, and pre-Alg for 6th. An issue with that is that if you didn’t get into the mid option as a 6th grader can you do pre-Alg in 7th? Or are you then tracked in 6th grade that you can’t get to Algebra in 8th? And in that case would the math 6 class become the default “drop out prevention” type class.

I think the idea of most kids starting with math 6 leaves the options for many of these students to make it to Algebra in 8th- you can do math 7 to algebra 1 or pre-Alg/math 8 for 7th graders and go to Alg 1 Intensified. Also staffing wise having 3 classes makes it more difficult with the team model APS middle schools use.

I’m a parent of 2 kids who have been through both the regular and advanced pathways (one did Alg 1 intensified in 8th grade and took Calculus AB as a senior because they aren’t looking to do high STEM, heading to a top 15 ranked SLAC, the other is still in HS and taking Calc BC as a junior). Both of these kids got a perfect 600 on their 5th grade math SOL, neither was identified gifted in math. I don’t remember MI scores though.

I also have a current middle schooler who took math 6, and will take pre-Alg for 7th. Each kid was correctly placed IMO and I think what is honestly the most important thing is to start Algebra by 8th grade now that I’ve been through the college application process. It keeps many options open.

[Anonymous]

Anonymous wrote:They used to have the advanced option be math 7 for 6th graders- so the advanced students were accelerated 1 year and then went on to Algebra in 7th. However between my first and 2nd kid they changed the advanced class to 2 years accelerated and now those kids take the math 8 SOL. I believe they realized that there was more content needed before algebra that made the math 8 SOL a better predictor of Algebra success. However there has always been just the 2 options for at least 8 years.

I agree that a “mid” option would be nice- perhaps math 6, math 7 for 6th, and pre-Alg for 6th. An issue with that is that if you didn’t get into the mid option as a 6th grader can you do pre-Alg in 7th? Or are you then tracked in 6th grade that you can’t get to Algebra in 8th? And in that case would the math 6 class become the default “drop out prevention” type class.

I think the idea of most kids starting with math 6 leaves the options for many of these students to make it to Algebra in 8th- you can do math 7 to algebra 1 or pre-Alg/math 8 for 7th graders and go to Alg 1 Intensified. Also staffing wise having 3 classes makes it more difficult with the team model APS middle schools use.

I’m a parent of 2 kids who have been through both the regular and advanced pathways (one did Alg 1 intensified in 8th grade and took Calculus AB as a senior because they aren’t looking to do high STEM, heading to a top 15 ranked SLAC, the other is still in HS and taking Calc BC as a junior). Both of these kids got a perfect 600 on their 5th grade math SOL, neither was identified gifted in math. I don’t remember MI scores though.

I also have a current middle schooler who took math 6, and will take pre-Alg for 7th. Each kid was correctly placed IMO and I think what is honestly the most important thing is to start Algebra by 8th grade now that I’ve been through the college application process. It keeps many options open.

What were MI & SOL scores?

[Anonymous]

(Asking because my kid is borderline and I’m debating whether we should push or not)

[Anonymous]

Anonymous wrote:They used to have the advanced option be math 7 for 6th graders- so the advanced students were accelerated 1 year and then went on to Algebra in 7th. However between my first and 2nd kid they changed the advanced class to 2 years accelerated and now those kids take the math 8 SOL. I believe they realized that there was more content needed before algebra that made the math 8 SOL a better predictor of Algebra success. However there has always been just the 2 options for at least 8 years.

I agree that a “mid” option would be nice- perhaps math 6, math 7 for 6th, and pre-Alg for 6th. An issue with that is that if you didn’t get into the mid option as a 6th grader can you do pre-Alg in 7th? Or are you then tracked in 6th grade that you can’t get to Algebra in 8th? And in that case would the math 6 class become the default “drop out prevention” type class.

I think the idea of most kids starting with math 6 leaves the options for many of these students to make it to Algebra in 8th- you can do math 7 to algebra 1 or pre-Alg/math 8 for 7th graders and go to Alg 1 Intensified. Also staffing wise having 3 classes makes it more difficult with the team model APS middle schools use.

I’m a parent of 2 kids who have been through both the regular and advanced pathways (one did Alg 1 intensified in 8th grade and took Calculus AB as a senior because they aren’t looking to do high STEM, heading to a top 15 ranked SLAC, the other is still in HS and taking Calc BC as a junior). Both of these kids got a perfect 600 on their 5th grade math SOL, neither was identified gifted in math. I don’t remember MI scores though.

I also have a current middle schooler who took math 6, and will take pre-Alg for 7th. Each kid was correctly placed IMO and I think what is honestly the most important thing is to start Algebra by 8th grade now that I’ve been through the college application process. It keeps many options open.

LCPS kids can take Foundations of Algebra in 6th grade (which covers math 7 content) and if they do well, they can take Algebra 1 in 7th grade. This progression has worked well for a number of LCPS kids. APS could offer the same option, if they wanted to.

[Anonymous]

Anonymous wrote:

Anonymous wrote:They used to have the advanced option be math 7 for 6th graders- so the advanced students were accelerated 1 year and then went on to Algebra in 7th. However between my first and 2nd kid they changed the advanced class to 2 years accelerated and now those kids take the math 8 SOL. I believe they realized that there was more content needed before algebra that made the math 8 SOL a better predictor of Algebra success. However there has always been just the 2 options for at least 8 years.

I agree that a “mid” option would be nice- perhaps math 6, math 7 for 6th, and pre-Alg for 6th. An issue with that is that if you didn’t get into the mid option as a 6th grader can you do pre-Alg in 7th? Or are you then tracked in 6th grade that you can’t get to Algebra in 8th? And in that case would the math 6 class become the default “drop out prevention” type class.

I think the idea of most kids starting with math 6 leaves the options for many of these students to make it to Algebra in 8th- you can do math 7 to algebra 1 or pre-Alg/math 8 for 7th graders and go to Alg 1 Intensified. Also staffing wise having 3 classes makes it more difficult with the team model APS middle schools use.

I’m a parent of 2 kids who have been through both the regular and advanced pathways (one did Alg 1 intensified in 8th grade and took Calculus AB as a senior because they aren’t looking to do high STEM, heading to a top 15 ranked SLAC, the other is still in HS and taking Calc BC as a junior). Both of these kids got a perfect 600 on their 5th grade math SOL, neither was identified gifted in math. I don’t remember MI scores though.

I also have a current middle schooler who took math 6, and will take pre-Alg for 7th. Each kid was correctly placed IMO and I think what is honestly the most important thing is to start Algebra by 8th grade now that I’ve been through the college application process. It keeps many options open.

LCPS kids can take Foundations of Algebra in 6th grade (which covers math 7 content) and if they do well, they can take Algebra 1 in 7th grade. This progression has worked well for a number of LCPS kids. APS could offer the same option, if they wanted to.

How does that differ from pre-algebra for 6th graders?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just FYI I emailed the math person from our middle school and detailed exactly why I thought my son should be in pre-algebra for 6th instead of math 6, and she agreed with my reasoning and he was put in pre-algebra for 6th graders. So changes are possible.

(Please don't come at me for this, we had good reasons and from an early age he seemed destined for STEM)

How wild! Our son was disappointed about his placement, so we did the same. The math person indicated that there is nothing they can do, and that the placement is what it is. And if he's still interested in being placed in Pre-Algebra, then the central APS Math Office is going to require him take a readiness test (on the day before school starts, after a summer of, well, being a kid having fun during the summer).

All of this seems extraordinary to me, particularly as at no point has anyone been measuring their capacity to learn or interest level, but rather what they were taught in the classroom.

Anyway, it makes sense to me that they'd want to set and enforce standards, but this feels fairly arbitrary.

APS policy is that families have the final say on course placement. Maybe school reps are not familiar with this.
https://go.boarddocs.com/vsba/arlington/Board...vanced%20Classes.pdf
Policy I-7.2.9.31

Many thanks to the folks who replied with their experiences and advice, as well as the pointers to the policy!

I should note that the math contact didn't say there were no options, just that the the path forward was a placement exam and then subsequent, further escalation with APS administration if desired. At any rate, it seems like maybe there are other paths, or maybe at least policy to rely on, which is helpful to know.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:They used to have the advanced option be math 7 for 6th graders- so the advanced students were accelerated 1 year and then went on to Algebra in 7th. However between my first and 2nd kid they changed the advanced class to 2 years accelerated and now those kids take the math 8 SOL. I believe they realized that there was more content needed before algebra that made the math 8 SOL a better predictor of Algebra success. However there has always been just the 2 options for at least 8 years.

I agree that a “mid” option would be nice- perhaps math 6, math 7 for 6th, and pre-Alg for 6th. An issue with that is that if you didn’t get into the mid option as a 6th grader can you do pre-Alg in 7th? Or are you then tracked in 6th grade that you can’t get to Algebra in 8th? And in that case would the math 6 class become the default “drop out prevention” type class.

I think the idea of most kids starting with math 6 leaves the options for many of these students to make it to Algebra in 8th- you can do math 7 to algebra 1 or pre-Alg/math 8 for 7th graders and go to Alg 1 Intensified. Also staffing wise having 3 classes makes it more difficult with the team model APS middle schools use.

I’m a parent of 2 kids who have been through both the regular and advanced pathways (one did Alg 1 intensified in 8th grade and took Calculus AB as a senior because they aren’t looking to do high STEM, heading to a top 15 ranked SLAC, the other is still in HS and taking Calc BC as a junior). Both of these kids got a perfect 600 on their 5th grade math SOL, neither was identified gifted in math. I don’t remember MI scores though.

I also have a current middle schooler who took math 6, and will take pre-Alg for 7th. Each kid was correctly placed IMO and I think what is honestly the most important thing is to start Algebra by 8th grade now that I’ve been through the college application process. It keeps many options open.

LCPS kids can take Foundations of Algebra in 6th grade (which covers math 7 content) and if they do well, they can take Algebra 1 in 7th grade. This progression has worked well for a number of LCPS kids. APS could offer the same option, if they wanted to.

How does that differ from pre-algebra for 6th graders?

APS pre-algebra for 6th graders covers math 6, 7, and 8 content and has kids take the math 8 SOL. LCPS Foundations covers math 7 content and has kids take the math 7 SOL. But math 8 is not that critical for advanced kids as it reviews a lot of prior concepts and introduces some introductory algebra concepts. The latter is good for kids who may need more than a year to learn algebra. But kids that do well with math 7 content can learn algebra in one year. They can do math 7 content and then move directly to algebra.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Just FYI I emailed the math person from our middle school and detailed exactly why I thought my son should be in pre-algebra for 6th instead of math 6, and she agreed with my reasoning and he was put in pre-algebra for 6th graders. So changes are possible.

(Please don't come at me for this, we had good reasons and from an early age he seemed destined for STEM)

How wild! Our son was disappointed about his placement, so we did the same. The math person indicated that there is nothing they can do, and that the placement is what it is. And if he's still interested in being placed in Pre-Algebra, then the central APS Math Office is going to require him take a readiness test (on the day before school starts, after a summer of, well, being a kid having fun during the summer).

All of this seems extraordinary to me, particularly as at no point has anyone been measuring their capacity to learn or interest level, but rather what they were taught in the classroom.

Anyway, it makes sense to me that they'd want to set and enforce standards, but this feels fairly arbitrary.

He took the SOL and MI at the end of the school year. Why would they have him take another test in August?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just FYI I emailed the math person from our middle school and detailed exactly why I thought my son should be in pre-algebra for 6th instead of math 6, and she agreed with my reasoning and he was put in pre-algebra for 6th graders. So changes are possible.

(Please don't come at me for this, we had good reasons and from an early age he seemed destined for STEM)

How wild! Our son was disappointed about his placement, so we did the same. The math person indicated that there is nothing they can do, and that the placement is what it is. And if he's still interested in being placed in Pre-Algebra, then the central APS Math Office is going to require him take a readiness test (on the day before school starts, after a summer of, well, being a kid having fun during the summer).

All of this seems extraordinary to me, particularly as at no point has anyone been measuring their capacity to learn or interest level, but rather what they were taught in the classroom.

Anyway, it makes sense to me that they'd want to set and enforce standards, but this feels fairly arbitrary.

He took the SOL and MI at the end of the school year. Why would they have him take another test in August?

I believe most kids take the MI 3x - BOY, MOY, and EOY.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I had though at some point folks said that the score needed to get into Algebra 1 was 1046. And that pre algebra was in the 900s. MAYBE 940 but I may have made that up.

To get into pre Algebra 7 the you need a 475 on the SOL and a 785 on MI. So it seems weird to me that you need a lower score to get into that when it comes 7/8 grade math.

Where did you get the numbers for Algebra 7, they seem low

DP. Its detailed on the letter to rising 7th grade parents. FWIW there is definitely teacher input. My DD scored very low on the MI which was weird b/c she's an A student. The teacher worked with her to see what was wrong and looks like it had to do with something that one of new 5th grade teachers at the elementary school didn't teach last year (she said she had multiple kids with the same issue and same 5th grade teacher). But then DD score very high on the Math SOL. She was put in Pre-Alg 7.

My kid is the opposite. High MI, just missed the cut off for SOL, and recommended for math 7. Kid goofs off in class so that’s probably why. Debating whether we should push it or not…

I wouldn’t put a kid who goofs off in an accelerated class like this. It’s not fair to them or the other kids.

+1 and sounds like mom is already making excuses for him. (He rushed the SOL…)

Excuses? No, I’m explaining why I think the teacher input factored in - because the kid goofs off and doesn’t take it seriously. Even though kid clearly knows the content.

And pre-alg for 7th really is not all that accelerated. I have older kids who’ve taken more accelerated paths. Part of why kid goofed off is that math 6 is boring AF.

Can’t speak to “Math 6 is boring AF”, since, you know, I’m an adult and not actually in the room.

I know many kids who’ve done math 6 & kids who did pre-alg for 6th (math 6/7/8). Consensus is that math 6 is boring AF. Have you seen the syllabus? Very, very little new material after 5th.

I know kids, too. It’s not like a twelve-year-old to say math is boring! Your kid didn’t get in- because he didn't get in. I think you should trust the process and let him solidify his math skills. He’ll be ok.

Parent of a kid who just finished middle school here. No, do not blindly “trust the process” if you think your kid belongs in the higher math class. They have raised the cutoff scores in recent years in an effort to have fewer kids on the advanced track, for whatever reason. We had to push back to get our kid into the advanced class. He just finished geometry, and had no trouble earning all As all 3 years of MS math. Math ended up his favorite subject, too.

Recent education theories argue that pushing kids into an advance track too early causes them to grow too dislike math. Not saying it's right or wrong but there is an anti acceleration movement out there.

https://robertkaplinsky.com/the-case-against-acceleration/

https://www.nea.org/advocating-for-change/new-from-nea/how-much-math-too-much

wow. I hope APS isn't being guided by her recommendations.

They are, hence the excessively high standard for acceleration

After seeing how many kids end up struggling or miserable, high standards for 2x acceleration are a good thing.

I'm not sure the number who are struggling or miserable is so high that it merits the vastly raised standards for acceleration, but if those numbers really are that high, they should have just reduced the intensity of the advanced track. I don't think it's great to give kids with really high scores on the CoGat, SOL, and MI a curriculum with the same content and pacing as a kid who still struggles with times tables and place value.

I do think there should be a math 6/7 and then prealgebra honors option. Math 6 is boring and Math 6/7/8 is too much for many kids.

I don’t think watering down the material is the answer.

Yeah, that's what I mean by reducing the intensity. make it 6/7 instead of 6/7/8. Really Math 6/7/8 is sort of absurdly accelerated. Nobody needs to take multivariable calculus in high school. It's odd that that track is the only option in 6th for differentiation.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I had though at some point folks said that the score needed to get into Algebra 1 was 1046. And that pre algebra was in the 900s. MAYBE 940 but I may have made that up.

To get into pre Algebra 7 the you need a 475 on the SOL and a 785 on MI. So it seems weird to me that you need a lower score to get into that when it comes 7/8 grade math.

Where did you get the numbers for Algebra 7, they seem low

DP. Its detailed on the letter to rising 7th grade parents. FWIW there is definitely teacher input. My DD scored very low on the MI which was weird b/c she's an A student. The teacher worked with her to see what was wrong and looks like it had to do with something that one of new 5th grade teachers at the elementary school didn't teach last year (she said she had multiple kids with the same issue and same 5th grade teacher). But then DD score very high on the Math SOL. She was put in Pre-Alg 7.

My kid is the opposite. High MI, just missed the cut off for SOL, and recommended for math 7. Kid goofs off in class so that’s probably why. Debating whether we should push it or not…

I wouldn’t put a kid who goofs off in an accelerated class like this. It’s not fair to them or the other kids.

+1 and sounds like mom is already making excuses for him. (He rushed the SOL…)

Excuses? No, I’m explaining why I think the teacher input factored in - because the kid goofs off and doesn’t take it seriously. Even though kid clearly knows the content.

And pre-alg for 7th really is not all that accelerated. I have older kids who’ve taken more accelerated paths. Part of why kid goofed off is that math 6 is boring AF.

Can’t speak to “Math 6 is boring AF”, since, you know, I’m an adult and not actually in the room.

I know many kids who’ve done math 6 & kids who did pre-alg for 6th (math 6/7/8). Consensus is that math 6 is boring AF. Have you seen the syllabus? Very, very little new material after 5th.

I know kids, too. It’s not like a twelve-year-old to say math is boring! Your kid didn’t get in- because he didn't get in. I think you should trust the process and let him solidify his math skills. He’ll be ok.

Parent of a kid who just finished middle school here. No, do not blindly “trust the process” if you think your kid belongs in the higher math class. They have raised the cutoff scores in recent years in an effort to have fewer kids on the advanced track, for whatever reason. We had to push back to get our kid into the advanced class. He just finished geometry, and had no trouble earning all As all 3 years of MS math. Math ended up his favorite subject, too.

Recent education theories argue that pushing kids into an advance track too early causes them to grow too dislike math. Not saying it's right or wrong but there is an anti acceleration movement out there.

https://robertkaplinsky.com/the-case-against-acceleration/

https://www.nea.org/advocating-for-change/new-from-nea/how-much-math-too-much

wow. I hope APS isn't being guided by her recommendations.

They are, hence the excessively high standard for acceleration

After seeing how many kids end up struggling or miserable, high standards for 2x acceleration are a good thing.

I'm not sure the number who are struggling or miserable is so high that it merits the vastly raised standards for acceleration, but if those numbers really are that high, they should have just reduced the intensity of the advanced track. I don't think it's great to give kids with really high scores on the CoGat, SOL, and MI a curriculum with the same content and pacing as a kid who still struggles with times tables and place value.

I do think there should be a math 6/7 and then prealgebra honors option. Math 6 is boring and Math 6/7/8 is too much for many kids.

I don’t think watering down the material is the answer.

Yeah, that's what I mean by reducing the intensity. make it 6/7 instead of 6/7/8. Really Math 6/7/8 is sort of absurdly accelerated. Nobody needs to take multivariable calculus in high school. It's odd that that track is the only option in 6th for differentiation.

FCPS and LCPS let kids take Math 7 as 6th graders and then go into Algebra 1 as 7th graders. Kids there don't have to cover Math 8 in 6th grade. The latter is APS's choice which makes it harder for APS kids to accelerate.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I had though at some point folks said that the score needed to get into Algebra 1 was 1046. And that pre algebra was in the 900s. MAYBE 940 but I may have made that up.

To get into pre Algebra 7 the you need a 475 on the SOL and a 785 on MI. So it seems weird to me that you need a lower score to get into that when it comes 7/8 grade math.

Where did you get the numbers for Algebra 7, they seem low

DP. Its detailed on the letter to rising 7th grade parents. FWIW there is definitely teacher input. My DD scored very low on the MI which was weird b/c she's an A student. The teacher worked with her to see what was wrong and looks like it had to do with something that one of new 5th grade teachers at the elementary school didn't teach last year (she said she had multiple kids with the same issue and same 5th grade teacher). But then DD score very high on the Math SOL. She was put in Pre-Alg 7.

My kid is the opposite. High MI, just missed the cut off for SOL, and recommended for math 7. Kid goofs off in class so that’s probably why. Debating whether we should push it or not…

I wouldn’t put a kid who goofs off in an accelerated class like this. It’s not fair to them or the other kids.

+1 and sounds like mom is already making excuses for him. (He rushed the SOL…)

Excuses? No, I’m explaining why I think the teacher input factored in - because the kid goofs off and doesn’t take it seriously. Even though kid clearly knows the content.

And pre-alg for 7th really is not all that accelerated. I have older kids who’ve taken more accelerated paths. Part of why kid goofed off is that math 6 is boring AF.

Can’t speak to “Math 6 is boring AF”, since, you know, I’m an adult and not actually in the room.

I know many kids who’ve done math 6 & kids who did pre-alg for 6th (math 6/7/8). Consensus is that math 6 is boring AF. Have you seen the syllabus? Very, very little new material after 5th.

I know kids, too. It’s not like a twelve-year-old to say math is boring! Your kid didn’t get in- because he didn't get in. I think you should trust the process and let him solidify his math skills. He’ll be ok.

Parent of a kid who just finished middle school here. No, do not blindly “trust the process” if you think your kid belongs in the higher math class. They have raised the cutoff scores in recent years in an effort to have fewer kids on the advanced track, for whatever reason. We had to push back to get our kid into the advanced class. He just finished geometry, and had no trouble earning all As all 3 years of MS math. Math ended up his favorite subject, too.

Recent education theories argue that pushing kids into an advance track too early causes them to grow too dislike math. Not saying it's right or wrong but there is an anti acceleration movement out there.

https://robertkaplinsky.com/the-case-against-acceleration/

https://www.nea.org/advocating-for-change/new-from-nea/how-much-math-too-much

wow. I hope APS isn't being guided by her recommendations.

They are, hence the excessively high standard for acceleration

After seeing how many kids end up struggling or miserable, high standards for 2x acceleration are a good thing.

I'm not sure the number who are struggling or miserable is so high that it merits the vastly raised standards for acceleration, but if those numbers really are that high, they should have just reduced the intensity of the advanced track. I don't think it's great to give kids with really high scores on the CoGat, SOL, and MI a curriculum with the same content and pacing as a kid who still struggles with times tables and place value.

I do think there should be a math 6/7 and then prealgebra honors option. Math 6 is boring and Math 6/7/8 is too much for many kids.

I don’t think watering down the material is the answer.

Yeah, that's what I mean by reducing the intensity. make it 6/7 instead of 6/7/8. Really Math 6/7/8 is sort of absurdly accelerated. Nobody needs to take multivariable calculus in high school. It's odd that that track is the only option in 6th for differentiation.

FCPS and LCPS let kids take Math 7 as 6th graders and then go into Algebra 1 as 7th graders. Kids there don't have to cover Math 8 in 6th grade. The latter is APS's choice which makes it harder for APS kids to accelerate.

When do they cover math 8 material? Do they take a more remedial Alg 1?