Freshman Math at W-L - Are many struggling?

[Anonymous]

So few kids were on track for A2 as freshmen, I thought the situation would be better. But ugh. My kid is in intensified A2… is it too late to consider dropping down to regular?

[Anonymous]

Anonymous wrote:So few kids were on track for A2 as freshmen, I thought the situation would be better. But ugh. My kid is in intensified A2… is it too late to consider dropping down to regular?

It shouldn't be. Pre-pandemic my child switched down to regular in the middle of the 2nd quarter.

[Anonymous]

Anonymous wrote:So few kids were on track for A2 as freshmen, I thought the situation would be better. But ugh. My kid is in intensified A2… is it too late to consider dropping down to regular?

You need to talk to the counselor. Usually they allow changes until the end of the first quarter if there is space available, but since we’re a week past the deadline I’m not sure.

[Anonymous]

Kid at a different APS school is doing fine in Geometry this year but struggled last year during Algebra virtually. Stayed on the same track because there are not great options to hop off.

Seems to be doing ok in Geometry so far but I'm more worried about Algebra 2 next year.

[Anonymous]

Here's a thought--maybe less acceleration and more timely fundamentals in math in APS.

My kid repeated APS Alg 1 intensified in 8th (he had an A in 7th in it--but then a private high school exemption exam that spring he scored a 58% that spring ). We saw the content wasn't there even if the grade was.

He switched to a tough private HS for 9th and did very well, extremely easy in Honors Geometry and is sailing through Alg2/Trig this sophomore year.

I think people need to ease off acceleration, especially post-Covid.

My 8th grader in APS is doing well (A this quarter) in Intensified Alg1 (first time taking it)--but I have no idea if this is due to the standards base grading (keep on trying and correcting tests) or an actual representation of where he stands. I did notice that his math inventory dropped.

[Anonymous]

My kid was accelerated in DCPS--algebra 1 in 6th, geometry and algebra 2 (concurrently) during the pandemic. So 1/3 of algebra 1 and both geometry and algebra 2 were virtual. Got As in all.
Ended a private high school this fall and started in honors pre-calc and we realized how little he had been taught last year. After a month and a D we dropped him down to honors algebra 2 (so a second full year of algebra 2).
It's going much, much better. Much of what he is learning is new to him although in theory he took the same course last year.
His school has had many kids drop out of honors and/or down a course.

Just wanted to share---not FCPS but same situation coming from another public system and into a private school. None of our kids learned much math the past 2 years.

[Anonymous]

Anonymous wrote:
I think people need to ease off acceleration, especially post-Covid.

APS (and I assume other school districts in the area) has a lot of parents who are determined that their kids are going to be on the fastest track in every subject, and it's not helping anyone. It wasn't helping kids before the pandemic.

Then we had 18 months of what parents complained was inadequate instruction.

Now parents want their kids to be able to hop back on the fast track (a track that was essentially teaching two years of math in one year) and be just fine.

Look: a global pandemic (which we're still in) affects everyone. Even you. Even your kid. You can't just wish that away.

I'm not saying struggling kids should drop back a bit (to regular rather than intensified, say), but you need to think through the best case and worst case scenarios. Would your kid want to stay in the class no matter what grade they get? Even if they have to repeat the class? Even if that affects which colleges they get into? Do they want to drop back even if it affects which colleges they get into?

Don't assume that gumption and tutoring can get you exactly the result you want.

[Anonymous]

My kid is in regular Geometry with a long term sub at W-L. It's not great. He said the sub is OK, but he doesn't remember much from Alg 1 even though he got an A. I am also shocked that tests and quizzes count for 85% of the grade. That's really high.

[Anonymous]

Anonymous wrote:My kid is in regular Geometry with a long term sub at W-L. It's not great. He said the sub is OK, but he doesn't remember much from Alg 1 even though he got an A. I am also shocked that tests and quizzes count for 85% of the grade. That's really high.

What do you think grades should be based on?

[Anonymous]

Anonymous wrote:

Anonymous wrote:So few kids were on track for A2 as freshmen, I thought the situation would be better. But ugh. My kid is in intensified A2… is it too late to consider dropping down to regular?

You need to talk to the counselor. Usually they allow changes until the end of the first quarter if there is space available, but since we’re a week past the deadline I’m not sure.

It's not too late. Explain what you've said here and why you want to make the change. This is a completely sensible change given what the last two school years looked like. Also agree with PPs who said get a tutor immediately. I wouldn't use a student; I'd find a teacher you trust at that school and ask for recommendations.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My kid is in regular Geometry with a long term sub at W-L. It's not great. He said the sub is OK, but he doesn't remember much from Alg 1 even though he got an A. I am also shocked that tests and quizzes count for 85% of the grade. That's really high.

What do you think grades should be based on?

I think tests and quizzes should be the majority, but perhaps classwork and homework could count a bit more. If you get one bad grade on a test, it's really hard to dig your way out when it counts for 85% of the grade.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid is in regular Geometry with a long term sub at W-L. It's not great. He said the sub is OK, but he doesn't remember much from Alg 1 even though he got an A. I am also shocked that tests and quizzes count for 85% of the grade. That's really high.

What do you think grades should be based on?

I think tests and quizzes should be the majority, but perhaps classwork and homework could count a bit more. If you get one bad grade on a test, it's really hard to dig your way out when it counts for 85% of the grade.

It's high school. That's pretty normal. At least at our private HS. No do-overs. Pop quizzes and tests counting for the majority of the grade.

It will get them ready for college, btw.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid is in regular Geometry with a long term sub at W-L. It's not great. He said the sub is OK, but he doesn't remember much from Alg 1 even though he got an A. I am also shocked that tests and quizzes count for 85% of the grade. That's really high.

What do you think grades should be based on?

I think tests and quizzes should be the majority, but perhaps classwork and homework could count a bit more. If you get one bad grade on a test, it's really hard to dig your way out when it counts for 85% of the grade.

It's high school. That's pretty normal. At least at our private HS. No do-overs. Pop quizzes and tests counting for the majority of the grade.

It will get them ready for college, btw.

Yeah. No homework in college. I was in STEM. Labs and Exams. The homework (which isn't assigned) is studying what is presented in lecture each night.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid is in regular Geometry with a long term sub at W-L. It's not great. He said the sub is OK, but he doesn't remember much from Alg 1 even though he got an A. I am also shocked that tests and quizzes count for 85% of the grade. That's really high.

What do you think grades should be based on?

I think tests and quizzes should be the majority, but perhaps classwork and homework could count a bit more. If you get one bad grade on a test, it's really hard to dig your way out when it counts for 85% of the grade.

APS' policy is that homework cannot account for more than 15% of the student's grade.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid is in regular Geometry with a long term sub at W-L. It's not great. He said the sub is OK, but he doesn't remember much from Alg 1 even though he got an A. I am also shocked that tests and quizzes count for 85% of the grade. That's really high.

What do you think grades should be based on?

I think tests and quizzes should be the majority, but perhaps classwork and homework could count a bit more. If you get one bad grade on a test, it's really hard to dig your way out when it counts for 85% of the grade.

APS' policy is that homework cannot account for more than 15% of the student's grade.

If APS actually moves to standards-based grading, homework won't be able to be counted at all.