Benefits of taking Algebra 1 in 6th grade

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

+1

What are you talking about? It isn’t what impresses them per se, but the majority of applicants getting accepted are going to have post BC calc math (among other impressive things).

[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:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

+1

What are you talking about? It isn’t what impresses them per se, but the majority of applicants getting accepted are going to have post BC calc math (among other impressive things).

That’s likely true for math majors, not sure you can generalize to all admits.

If you read what MIT says about post BC Calculus it’s clear those classes don’t carry as much weight as APs in Physics and Chemistry.

The rigor in DE varies widely, just from my kid taking Multivariable at the local community college, it’s easy to get an A without mastery and they don’t even cover the entire material. Colleges know this very well, yes, it adds something, but it won’t be the determining factor. And it’s not required, someone getting a 5 in Calculus BC would have absolutely no problem acing the community college Multivariable, so it’s not really a significant differentiator.

Since the acceleration occurs mostly in middle school, it says very little about talent and ability and more about socioeconomic status, it’s mostly parents buying enrichment and pushing for higher math placement. Again colleges know this, it’s not a secret to anyone, and it’s not the back door to top colleges as some claim.

[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:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

+1

What are you talking about? It isn’t what impresses them per se, but the majority of applicants getting accepted are going to have post BC calc math (among other impressive things).

That’s likely true for math majors, not sure you can generalize to all admits.

If you read what MIT says about post BC Calculus it’s clear those classes don’t carry as much weight as APs in Physics and Chemistry.

The rigor in DE varies widely, just from my kid taking Multivariable at the local community college, it’s easy to get an A without mastery and they don’t even cover the entire material. Colleges know this very well, yes, it adds something, but it won’t be the determining factor. And it’s not required, someone getting a 5 in Calculus BC would have absolutely no problem acing the community college Multivariable, so it’s not really a significant differentiator.

Since the acceleration occurs mostly in middle school, it says very little about talent and ability and more about socioeconomic status, it’s mostly parents buying enrichment and pushing for higher math placement. Again colleges know this, it’s not a secret to anyone, and it’s not the back door to top colleges as some claim.

But kids taking calc BC in 12th won’t have a grade (maybe one semester, depending on college and application time line) or AP score to report at all. If you attend a school that offers math beyond calculus and many of your peers applying to MIT, Stanford or another top college for STEN have taken those (plus have done other amazing things), you will have a weaker application.

[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:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

+1

What are you talking about? It isn’t what impresses them per se, but the majority of applicants getting accepted are going to have post BC calc math (among other impressive things).

That’s likely true for math majors, not sure you can generalize to all admits.

If you read what MIT says about post BC Calculus it’s clear those classes don’t carry as much weight as APs in Physics and Chemistry.

The rigor in DE varies widely, just from my kid taking Multivariable at the local community college, it’s easy to get an A without mastery and they don’t even cover the entire material. Colleges know this very well, yes, it adds something, but it won’t be the determining factor. And it’s not required, someone getting a 5 in Calculus BC would have absolutely no problem acing the community college Multivariable, so it’s not really a significant differentiator.

Since the acceleration occurs mostly in middle school, it says very little about talent and ability and more about socioeconomic status, it’s mostly parents buying enrichment and pushing for higher math placement. Again colleges know this, it’s not a secret to anyone, and it’s not the back door to top colleges as some claim.

But kids taking calc BC in 12th won’t have a grade (maybe one semester, depending on college and application time line) or AP score to report at all. If you attend a school that offers math beyond calculus and many of your peers applying to MIT, Stanford or another top college for STEN have taken those (plus have done other amazing things), you will have a weaker application.

Only EA/ED wouldn't see all grades. But you'll have the SAT and a score fit for MIT or whatever you are targeting, which would be 750+ for a student who completed Algebra 2 and fully understood it, which is what MIT or whatever is looking for. Then of course you need some special achievement, but another math class is not that achievement, and that achievement very, very rarely depends on knowing calculus. It's some sort of creative technical activity, that probably started development back in the algebra days. And if it needs the small part of calculus class used in most of the STEM world, the kid will pick that part up easily (it's not that deep, even nutritionists learn it), and that is even more impressive than stalling the project until calculus class!

[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:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

+1

What are you talking about? It isn’t what impresses them per se, but the majority of applicants getting accepted are going to have post BC calc math (among other impressive things).

That’s likely true for math majors, not sure you can generalize to all admits.

If you read what MIT says about post BC Calculus it’s clear those classes don’t carry as much weight as APs in Physics and Chemistry.

The rigor in DE varies widely, just from my kid taking Multivariable at the local community college, it’s easy to get an A without mastery and they don’t even cover the entire material. Colleges know this very well, yes, it adds something, but it won’t be the determining factor. And it’s not required, someone getting a 5 in Calculus BC would have absolutely no problem acing the community college Multivariable, so it’s not really a significant differentiator.

Since the acceleration occurs mostly in middle school, it says very little about talent and ability and more about socioeconomic status, it’s mostly parents buying enrichment and pushing for higher math placement. Again colleges know this, it’s not a secret to anyone, and it’s not the back door to top colleges as some claim.

But kids taking calc BC in 12th won’t have a grade (maybe one semester, depending on college and application time line) or AP score to report at all. If you attend a school that offers math beyond calculus and many of your peers applying to MIT, Stanford or another top college for STEN have taken those (plus have done other amazing things), you will have a weaker application.

Only EA/ED wouldn't see all grades. But you'll have the SAT and a score fit for MIT or whatever you are targeting, which would be 750+ for a student who completed Algebra 2 and fully understood it, which is what MIT or whatever is looking for. Then of course you need some special achievement, but another math class is not that achievement, and that achievement very, very rarely depends on knowing calculus. It's some sort of creative technical activity, that probably started development back in the algebra days. And if it needs the small part of calculus class used in most of the STEM world, the kid will pick that part up easily (it's not that deep, even nutritionists learn it), and that is even more impressive than stalling the project until calculus class!

This is woke speak! no calculus, no stem readiness. period! Sorry, but DEI is making the funeral march.

[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:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

+1

What are you talking about? It isn’t what impresses them per se, but the majority of applicants getting accepted are going to have post BC calc math (among other impressive things).

That’s likely true for math majors, not sure you can generalize to all admits.

If you read what MIT says about post BC Calculus it’s clear those classes don’t carry as much weight as APs in Physics and Chemistry.

The rigor in DE varies widely, just from my kid taking Multivariable at the local community college, it’s easy to get an A without mastery and they don’t even cover the entire material. Colleges know this very well, yes, it adds something, but it won’t be the determining factor. And it’s not required, someone getting a 5 in Calculus BC would have absolutely no problem acing the community college Multivariable, so it’s not really a significant differentiator.

Since the acceleration occurs mostly in middle school, it says very little about talent and ability and more about socioeconomic status, it’s mostly parents buying enrichment and pushing for higher math placement. Again colleges know this, it’s not a secret to anyone, and it’s not the back door to top colleges as some claim.

You’ve convinced yourself that colleges don’t want to see coursework beyond BC Calculus because that’s what their websites say. But those websites describe the floor, not the ceiling. Understand that most students applying to schools like MIT are taking courses well beyond Calc BC if they’re serious contenders. College advisors routinely recommend taking Differential Equations. Whether or not MIT grants credit for it is secondary—many students don’t even want the credits. What matters is your relative competition, not the absolute requirement.

[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:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

+1

What are you talking about? It isn’t what impresses them per se, but the majority of applicants getting accepted are going to have post BC calc math (among other impressive things).

That’s likely true for math majors, not sure you can generalize to all admits.

If you read what MIT says about post BC Calculus it’s clear those classes don’t carry as much weight as APs in Physics and Chemistry.

The rigor in DE varies widely, just from my kid taking Multivariable at the local community college, it’s easy to get an A without mastery and they don’t even cover the entire material. Colleges know this very well, yes, it adds something, but it won’t be the determining factor. And it’s not required, someone getting a 5 in Calculus BC would have absolutely no problem acing the community college Multivariable, so it’s not really a significant differentiator.

Since the acceleration occurs mostly in middle school, it says very little about talent and ability and more about socioeconomic status, it’s mostly parents buying enrichment and pushing for higher math placement. Again colleges know this, it’s not a secret to anyone, and it’s not the back door to top colleges as some claim.

The colleges know your socioeconomic status. Obviously, they’ll treat FGLI kids differently from UMC ones. If you’re a UMC kid, and most of the top kids from your school are in multivariable, you’ll look like a kid who is less motivated or less intelligent than your peer group.

[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:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

+1

What are you talking about? It isn’t what impresses them per se, but the majority of applicants getting accepted are going to have post BC calc math (among other impressive things).

That’s likely true for math majors, not sure you can generalize to all admits.

If you read what MIT says about post BC Calculus it’s clear those classes don’t carry as much weight as APs in Physics and Chemistry.

The rigor in DE varies widely, just from my kid taking Multivariable at the local community college, it’s easy to get an A without mastery and they don’t even cover the entire material. Colleges know this very well, yes, it adds something, but it won’t be the determining factor. And it’s not required, someone getting a 5 in Calculus BC would have absolutely no problem acing the community college Multivariable, so it’s not really a significant differentiator.

Since the acceleration occurs mostly in middle school, it says very little about talent and ability and more about socioeconomic status, it’s mostly parents buying enrichment and pushing for higher math placement. Again colleges know this, it’s not a secret to anyone, and it’s not the back door to top colleges as some claim.

You’ve convinced yourself that colleges don’t want to see coursework beyond BC Calculus because that’s what their websites say. But those websites describe the floor, not the ceiling. Understand that most students applying to schools like MIT are taking courses well beyond Calc BC if they’re serious contenders. College advisors routinely recommend taking Differential Equations. Whether or not MIT grants credit for it is secondary—many students don’t even want the credits. What matters is your relative competition, not the absolute requirement.

Colleges describe the high school coursework needed to be a successful applicant and specifically say they don’t expect anything above and beyond, but you know better, colleges just don’t want to be clear on their pages and rely on people like you to translate for the rest of us.

This is a floor in the sense that other things in the application will be considered and it’s not auto admission once the recommended courses are taken.

It’s not that colleges don’t want to see differential equations, it’s that it won’t make the application stronger in a meaningful way.

The fact that may students with post BC classes apply, get admitted, and also rejected, doesn’t support your assertion that differential equations is a deciding factor for admissions.

[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:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

+1

What are you talking about? It isn’t what impresses them per se, but the majority of applicants getting accepted are going to have post BC calc math (among other impressive things).

That’s likely true for math majors, not sure you can generalize to all admits.

If you read what MIT says about post BC Calculus it’s clear those classes don’t carry as much weight as APs in Physics and Chemistry.

The rigor in DE varies widely, just from my kid taking Multivariable at the local community college, it’s easy to get an A without mastery and they don’t even cover the entire material. Colleges know this very well, yes, it adds something, but it won’t be the determining factor. And it’s not required, someone getting a 5 in Calculus BC would have absolutely no problem acing the community college Multivariable, so it’s not really a significant differentiator.

Since the acceleration occurs mostly in middle school, it says very little about talent and ability and more about socioeconomic status, it’s mostly parents buying enrichment and pushing for higher math placement. Again colleges know this, it’s not a secret to anyone, and it’s not the back door to top colleges as some claim.

The colleges know your socioeconomic status. Obviously, they’ll treat FGLI kids differently from UMC ones. If you’re a UMC kid, and most of the top kids from your school are in multivariable, you’ll look like a kid who is less motivated or less intelligent than your peer group.

You won’t look less motivated and less intelligent because your parents weren’t pushy enough to place you in Algebra in 6th grade. So much cope and wishful thinking from tiger parents.

You can still do Algebra in 7th and have no dual enrollment math if the school enforces Calculus AB then BC sequence or the student chooses to take AP Statistics in senior year. It’s not going to be looked down at.

[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:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

+1

What are you talking about? It isn’t what impresses them per se, but the majority of applicants getting accepted are going to have post BC calc math (among other impressive things).

That’s likely true for math majors, not sure you can generalize to all admits.

If you read what MIT says about post BC Calculus it’s clear those classes don’t carry as much weight as APs in Physics and Chemistry.

The rigor in DE varies widely, just from my kid taking Multivariable at the local community college, it’s easy to get an A without mastery and they don’t even cover the entire material. Colleges know this very well, yes, it adds something, but it won’t be the determining factor. And it’s not required, someone getting a 5 in Calculus BC would have absolutely no problem acing the community college Multivariable, so it’s not really a significant differentiator.

Since the acceleration occurs mostly in middle school, it says very little about talent and ability and more about socioeconomic status, it’s mostly parents buying enrichment and pushing for higher math placement. Again colleges know this, it’s not a secret to anyone, and it’s not the back door to top colleges as some claim.

The colleges know your socioeconomic status. Obviously, they’ll treat FGLI kids differently from UMC ones. If you’re a UMC kid, and most of the top kids from your school are in multivariable, you’ll look like a kid who is less motivated or less intelligent than your peer group.

You won’t look less motivated and less intelligent because your parents weren’t pushy enough to place you in Algebra in 6th grade. So much cope and wishful thinking from tiger parents.

You can still do Algebra in 7th and have no dual enrollment math if the school enforces Calculus AB then BC sequence or the student chooses to take AP Statistics in senior year. It’s not going to be looked down at.

Easy fix: take the AP AB exam as external student, then they have to admit you to BC directly.

[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:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

+1

What are you talking about? It isn’t what impresses them per se, but the majority of applicants getting accepted are going to have post BC calc math (among other impressive things).

That’s likely true for math majors, not sure you can generalize to all admits.

If you read what MIT says about post BC Calculus it’s clear those classes don’t carry as much weight as APs in Physics and Chemistry.

The rigor in DE varies widely, just from my kid taking Multivariable at the local community college, it’s easy to get an A without mastery and they don’t even cover the entire material. Colleges know this very well, yes, it adds something, but it won’t be the determining factor. And it’s not required, someone getting a 5 in Calculus BC would have absolutely no problem acing the community college Multivariable, so it’s not really a significant differentiator.

Since the acceleration occurs mostly in middle school, it says very little about talent and ability and more about socioeconomic status, it’s mostly parents buying enrichment and pushing for higher math placement. Again colleges know this, it’s not a secret to anyone, and it’s not the back door to top colleges as some claim.

The colleges know your socioeconomic status. Obviously, they’ll treat FGLI kids differently from UMC ones. If you’re a UMC kid, and most of the top kids from your school are in multivariable, you’ll look like a kid who is less motivated or less intelligent than your peer group.

You won’t look less motivated and less intelligent because your parents weren’t pushy enough to place you in Algebra in 6th grade. So much cope and wishful thinking from tiger parents.

You can still do Algebra in 7th and have no dual enrollment math if the school enforces Calculus AB then BC sequence or the student chooses to take AP Statistics in senior year. It’s not going to be looked down at.

Easy fix: take the AP AB exam as external student, then they have to admit you to BC directly.

Not all schools accept external classes, not everyone can register as an external student. Students won’t be penalized for lack of access if they demonstrate rigor already.

[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:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

+1

What are you talking about? It isn’t what impresses them per se, but the majority of applicants getting accepted are going to have post BC calc math (among other impressive things).

That’s likely true for math majors, not sure you can generalize to all admits.

If you read what MIT says about post BC Calculus it’s clear those classes don’t carry as much weight as APs in Physics and Chemistry.

The rigor in DE varies widely, just from my kid taking Multivariable at the local community college, it’s easy to get an A without mastery and they don’t even cover the entire material. Colleges know this very well, yes, it adds something, but it won’t be the determining factor. And it’s not required, someone getting a 5 in Calculus BC would have absolutely no problem acing the community college Multivariable, so it’s not really a significant differentiator.

Since the acceleration occurs mostly in middle school, it says very little about talent and ability and more about socioeconomic status, it’s mostly parents buying enrichment and pushing for higher math placement. Again colleges know this, it’s not a secret to anyone, and it’s not the back door to top colleges as some claim.

The colleges know your socioeconomic status. Obviously, they’ll treat FGLI kids differently from UMC ones. If you’re a UMC kid, and most of the top kids from your school are in multivariable, you’ll look like a kid who is less motivated or less intelligent than your peer group.

You won’t look less motivated and less intelligent because your parents weren’t pushy enough to place you in Algebra in 6th grade. So much cope and wishful thinking from tiger parents.

You can still do Algebra in 7th and have no dual enrollment math if the school enforces Calculus AB then BC sequence or the student chooses to take AP Statistics in senior year. It’s not going to be looked down at.

Easy fix: take the AP AB exam as external student, then they have to admit you to BC directly.

No they don't. And good luck finding a spot

[Anonymous]

You know, just because kids are good in math now, it doesn’t mean it will be the same once they get to calculus… so taking algebra in 6th grade means nothing

[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:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

+1

What are you talking about? It isn’t what impresses them per se, but the majority of applicants getting accepted are going to have post BC calc math (among other impressive things).

That’s likely true for math majors, not sure you can generalize to all admits.

If you read what MIT says about post BC Calculus it’s clear those classes don’t carry as much weight as APs in Physics and Chemistry.

The rigor in DE varies widely, just from my kid taking Multivariable at the local community college, it’s easy to get an A without mastery and they don’t even cover the entire material. Colleges know this very well, yes, it adds something, but it won’t be the determining factor. And it’s not required, someone getting a 5 in Calculus BC would have absolutely no problem acing the community college Multivariable, so it’s not really a significant differentiator.

Since the acceleration occurs mostly in middle school, it says very little about talent and ability and more about socioeconomic status, it’s mostly parents buying enrichment and pushing for higher math placement. Again colleges know this, it’s not a secret to anyone, and it’s not the back door to top colleges as some claim.

The colleges know your socioeconomic status. Obviously, they’ll treat FGLI kids differently from UMC ones. If you’re a UMC kid, and most of the top kids from your school are in multivariable, you’ll look like a kid who is less motivated or less intelligent than your peer group.

You won’t look less motivated and less intelligent because your parents weren’t pushy enough to place you in Algebra in 6th grade. So much cope and wishful thinking from tiger parents.

You can still do Algebra in 7th and have no dual enrollment math if the school enforces Calculus AB then BC sequence or the student chooses to take AP Statistics in senior year. It’s not going to be looked down at.

Easy fix: take the AP AB exam as external student, then they have to admit you to BC directly.

No they don't. And good luck finding a spot

They do if the class is AP/DE and the participating college through which the class is offered accepts AP credit for Calc AB.

[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:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

+1

What are you talking about? It isn’t what impresses them per se, but the majority of applicants getting accepted are going to have post BC calc math (among other impressive things).

That’s likely true for math majors, not sure you can generalize to all admits.

If you read what MIT says about post BC Calculus it’s clear those classes don’t carry as much weight as APs in Physics and Chemistry.

The rigor in DE varies widely, just from my kid taking Multivariable at the local community college, it’s easy to get an A without mastery and they don’t even cover the entire material. Colleges know this very well, yes, it adds something, but it won’t be the determining factor. And it’s not required, someone getting a 5 in Calculus BC would have absolutely no problem acing the community college Multivariable, so it’s not really a significant differentiator.

Since the acceleration occurs mostly in middle school, it says very little about talent and ability and more about socioeconomic status, it’s mostly parents buying enrichment and pushing for higher math placement. Again colleges know this, it’s not a secret to anyone, and it’s not the back door to top colleges as some claim.

The colleges know your socioeconomic status. Obviously, they’ll treat FGLI kids differently from UMC ones. If you’re a UMC kid, and most of the top kids from your school are in multivariable, you’ll look like a kid who is less motivated or less intelligent than your peer group.

You won’t look less motivated and less intelligent because your parents weren’t pushy enough to place you in Algebra in 6th grade. So much cope and wishful thinking from tiger parents.

You can still do Algebra in 7th and have no dual enrollment math if the school enforces Calculus AB then BC sequence or the student chooses to take AP Statistics in senior year. It’s not going to be looked down at.

Easy fix: take the AP AB exam as external student, then they have to admit you to BC directly.

No they don't. And good luck finding a spot

They do if the class is AP/DE and the participating college through which the class is offered accepts AP credit for Calc AB.

AP, which is what you were talking about, is not offered through a college.

Suppose the school says they won't offer high school credit for an AB score. What would your next steps be?