Algebra 2 is currently offered at TPMS

[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:They are not rationing opportunities based on home address. The process is capricious and based on the whims of the math department and principal at each individual school.

At our W middle school no one is allowed to accelerate but a friend's child at a DCC school was allowed to accelerate.

You’re responding to me, and we actually agree. You literally made my point. Because you are zoned for your W school based on your address, your child isn’t allowed to accelerate. Your friend has a DCC address and her school is giving her this opportunity.

Our DCC school doesn't allow it either. Wish the county would stop rationing these opportunities and make this available to all students based on consistent standards.

It's the individual schools making the decisions, and FWIW I think the county has the right philosophy that the principals know their students and their community the best. But it's not like the county is completely checked out. This information is a few years old but we were told that the county had to sign off on each and every child that was accelerated. The school would make recommendations but they would have to get another layer of approval. If your school has decided not to make those recommendations or if you disagreed with the school about whether your child was ready that's a different story.

How could a middle school principal know anything about a set of rising 6th grade students who do not attend their school yet vis a vis their math placement? All they could possibly know is data. If they unilaterally do not approve any students, it’s not based on knowing their students or community. It’s based on a personal philosophy to hold the line on acceleration. So now we are determining pathways based on the personal philosophies of individual principals. Why do we even have a central office then, if they leave everything up to these philosophers, I mean principals?

You sound like you never lived in the real world. Principals can be bad at their job and not know how to deal with an advanced student because they may be new at the job or the school first serve this demographic. They don’t want/can to hire new staff for algebra 1, 2 or geometry, or have a terrible relationship with the principal at the nearby high school so they won’t accept middle schoolers. You can’t rely on the central office to enforce this policy because they don’t provide money for it or can’t make the high school accept students.

The process of placement at some schools may take into consideration the maturity and how sociable the child is, if he can handle the 8th grade environment at the local school that may consist of hormonal teenagers with little academic interest etc.

Bottom line is there’s a multitude of factors for math placement, ranging from reasonable to arbitrary to unfair. Just because your child had a certain score doesn’t mean he’s entitled to automatic Algebra placement, just as he’s not entitled to automatic admission to a particular university.

So these are all good points. But as you say, the factors range from reasonable to arbitrary to unfair. Should we just throw our hands up at the arbitrary and unfair part or should we hope/wish/request/demand/advocate for changes that improve access for students that will better meet their needs? I agree no one is entitled to Algebra placement but I disagree that kids shouldn’t be entitled to a fair process that prioritizes meeting their academic needs.

Sure, but just because some kid is placed in algebra at the “wealthy Potomac school” for a particular test score doesn’t mean every child at any school with the same score should be given the same accommodation, simply because the school may not have the resources or the critical mass of students. That doesn’t make it unfair. In my experience doing the legwork and trying to find a solution with the school administration usually works if the requests are reasonable. This being said, I switched schools for my son because the one he attended would not make any accommodation, mainly because they just didn’t know how to handle it, and it’s easier to default to no. The administration at the school he’s enrolled now is much more helpful.

While I hear your frustration, I don’t think your child was treated unfairly, it’s just it was not the right school for your child. It happens all the time, that’s why privates and charters exist.

You’re responding to me and assuming the school treated my child unfairly, but this isn’t true. I didn’t want to accelerate my own kid for a variety of reasons, in spite of outlier high scores and flawless grades. My issue is entirely with the suboptimal process that, for whatever reason, people want to defend at the expense of hundreds of kids.

I had a good laugh! Your issue is the suboptimal process for placement in algebra in 6th grade! Lol.

Tell that to the kids living in poverty, English learners, kids with chronic absenteeism and to the roughly 1/3 of the students doing reading and math below grade level. Ever crossed your mind that this is more pressing for your principal than accommodating your child?

It’s funny how you’re fighting for fairness and opportunity, not for the many students who need it but for the very tiny demographic consisting solely of your child. And on top of that you have this moral superiority attitude, which to be fair is really entertaining.

I know you’re trying to insult me, but we can talk about kids living in poverty and English learners. If there are kids living in poverty or English learners who the data suggests would be successful on an accelerated math pathway, they too would be included in what I am talking about — a fair process that doesn’t rely on saavy parent advocacy. You assumed those students couldn’t possibly be candidates for this conversation, though. Talk about moral superiority attitude.

Then just cut all the crap about fighting for fairness and social justice and admit you’re simply trying to create opportunities for your child. There’s nothing wrong with that. As many have said, Algebra in 6th is offered at many schools, and work with the school if your child is in this situation. No need to cry unfairness because you’ve heard that at Frost kids scoring over 250 on MAP get placed in Algebra early and your principal won’t do the same.

Many of us did not create the opportunity. For us, we received a paper form with class selection for the next year and we choose it. Done. I do think you needed over 250 to register for it, there was a MAP number but I forget what it was when I asked the guidance counselor about it.

[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:They are not rationing opportunities based on home address. The process is capricious and based on the whims of the math department and principal at each individual school.

At our W middle school no one is allowed to accelerate but a friend's child at a DCC school was allowed to accelerate.

You’re responding to me, and we actually agree. You literally made my point. Because you are zoned for your W school based on your address, your child isn’t allowed to accelerate. Your friend has a DCC address and her school is giving her this opportunity.

Our DCC school doesn't allow it either. Wish the county would stop rationing these opportunities and make this available to all students based on consistent standards.

It's the individual schools making the decisions, and FWIW I think the county has the right philosophy that the principals know their students and their community the best. But it's not like the county is completely checked out. This information is a few years old but we were told that the county had to sign off on each and every child that was accelerated. The school would make recommendations but they would have to get another layer of approval. If your school has decided not to make those recommendations or if you disagreed with the school about whether your child was ready that's a different story.

How could a middle school principal know anything about a set of rising 6th grade students who do not attend their school yet vis a vis their math placement? All they could possibly know is data. If they unilaterally do not approve any students, it’s not based on knowing their students or community. It’s based on a personal philosophy to hold the line on acceleration. So now we are determining pathways based on the personal philosophies of individual principals. Why do we even have a central office then, if they leave everything up to these philosophers, I mean principals?

You sound like you never lived in the real world. Principals can be bad at their job and not know how to deal with an advanced student because they may be new at the job or the school first serve this demographic. They don’t want/can to hire new staff for algebra 1, 2 or geometry, or have a terrible relationship with the principal at the nearby high school so they won’t accept middle schoolers. You can’t rely on the central office to enforce this policy because they don’t provide money for it or can’t make the high school accept students.

The process of placement at some schools may take into consideration the maturity and how sociable the child is, if he can handle the 8th grade environment at the local school that may consist of hormonal teenagers with little academic interest etc.

Bottom line is there’s a multitude of factors for math placement, ranging from reasonable to arbitrary to unfair. Just because your child had a certain score doesn’t mean he’s entitled to automatic Algebra placement, just as he’s not entitled to automatic admission to a particular university.

So these are all good points. But as you say, the factors range from reasonable to arbitrary to unfair. Should we just throw our hands up at the arbitrary and unfair part or should we hope/wish/request/demand/advocate for changes that improve access for students that will better meet their needs? I agree no one is entitled to Algebra placement but I disagree that kids shouldn’t be entitled to a fair process that prioritizes meeting their academic needs.

Sure, but just because some kid is placed in algebra at the “wealthy Potomac school” for a particular test score doesn’t mean every child at any school with the same score should be given the same accommodation, simply because the school may not have the resources or the critical mass of students. That doesn’t make it unfair. In my experience doing the legwork and trying to find a solution with the school administration usually works if the requests are reasonable. This being said, I switched schools for my son because the one he attended would not make any accommodation, mainly because they just didn’t know how to handle it, and it’s easier to default to no. The administration at the school he’s enrolled now is much more helpful.

While I hear your frustration, I don’t think your child was treated unfairly, it’s just it was not the right school for your child. It happens all the time, that’s why privates and charters exist.

You’re responding to me and assuming the school treated my child unfairly, but this isn’t true. I didn’t want to accelerate my own kid for a variety of reasons, in spite of outlier high scores and flawless grades. My issue is entirely with the suboptimal process that, for whatever reason, people want to defend at the expense of hundreds of kids.

I had a good laugh! Your issue is the suboptimal process for placement in algebra in 6th grade! Lol.

Tell that to the kids living in poverty, English learners, kids with chronic absenteeism and to the roughly 1/3 of the students doing reading and math below grade level. Ever crossed your mind that this is more pressing for your principal than accommodating your child?

It’s funny how you’re fighting for fairness and opportunity, not for the many students who need it but for the very tiny demographic consisting solely of your child. And on top of that you have this moral superiority attitude, which to be fair is really entertaining.

I know you’re trying to insult me, but we can talk about kids living in poverty and English learners. If there are kids living in poverty or English learners who the data suggests would be successful on an accelerated math pathway, they too would be included in what I am talking about — a fair process that doesn’t rely on saavy parent advocacy. You assumed those students couldn’t possibly be candidates for this conversation, though. Talk about moral superiority attitude.

Don't pay that PP any mind. They're in the I've got mine camp... Their belief that some zip codes are more deserving than others doesn't work.

How would you like us to fix this for you? Tell us the school name and maybe MCCPTA will see it and help you advocate. They are the advocacy group for MCPS and families. Maybe you could spend some time volunteering vs. complaining.

[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:They are not rationing opportunities based on home address. The process is capricious and based on the whims of the math department and principal at each individual school.

At our W middle school no one is allowed to accelerate but a friend's child at a DCC school was allowed to accelerate.

You’re responding to me, and we actually agree. You literally made my point. Because you are zoned for your W school based on your address, your child isn’t allowed to accelerate. Your friend has a DCC address and her school is giving her this opportunity.

Our DCC school doesn't allow it either. Wish the county would stop rationing these opportunities and make this available to all students based on consistent standards.

It's the individual schools making the decisions, and FWIW I think the county has the right philosophy that the principals know their students and their community the best. But it's not like the county is completely checked out. This information is a few years old but we were told that the county had to sign off on each and every child that was accelerated. The school would make recommendations but they would have to get another layer of approval. If your school has decided not to make those recommendations or if you disagreed with the school about whether your child was ready that's a different story.

How could a middle school principal know anything about a set of rising 6th grade students who do not attend their school yet vis a vis their math placement? All they could possibly know is data. If they unilaterally do not approve any students, it’s not based on knowing their students or community. It’s based on a personal philosophy to hold the line on acceleration. So now we are determining pathways based on the personal philosophies of individual principals. Why do we even have a central office then, if they leave everything up to these philosophers, I mean principals?

You sound like you never lived in the real world. Principals can be bad at their job and not know how to deal with an advanced student because they may be new at the job or the school first serve this demographic. They don’t want/can to hire new staff for algebra 1, 2 or geometry, or have a terrible relationship with the principal at the nearby high school so they won’t accept middle schoolers. You can’t rely on the central office to enforce this policy because they don’t provide money for it or can’t make the high school accept students.

The process of placement at some schools may take into consideration the maturity and how sociable the child is, if he can handle the 8th grade environment at the local school that may consist of hormonal teenagers with little academic interest etc.

Bottom line is there’s a multitude of factors for math placement, ranging from reasonable to arbitrary to unfair. Just because your child had a certain score doesn’t mean he’s entitled to automatic Algebra placement, just as he’s not entitled to automatic admission to a particular university.

So these are all good points. But as you say, the factors range from reasonable to arbitrary to unfair. Should we just throw our hands up at the arbitrary and unfair part or should we hope/wish/request/demand/advocate for changes that improve access for students that will better meet their needs? I agree no one is entitled to Algebra placement but I disagree that kids shouldn’t be entitled to a fair process that prioritizes meeting their academic needs.

Sure, but just because some kid is placed in algebra at the “wealthy Potomac school” for a particular test score doesn’t mean every child at any school with the same score should be given the same accommodation, simply because the school may not have the resources or the critical mass of students. That doesn’t make it unfair. In my experience doing the legwork and trying to find a solution with the school administration usually works if the requests are reasonable. This being said, I switched schools for my son because the one he attended would not make any accommodation, mainly because they just didn’t know how to handle it, and it’s easier to default to no. The administration at the school he’s enrolled now is much more helpful.

While I hear your frustration, I don’t think your child was treated unfairly, it’s just it was not the right school for your child. It happens all the time, that’s why privates and charters exist.

You’re responding to me and assuming the school treated my child unfairly, but this isn’t true. I didn’t want to accelerate my own kid for a variety of reasons, in spite of outlier high scores and flawless grades. My issue is entirely with the suboptimal process that, for whatever reason, people want to defend at the expense of hundreds of kids.

I had a good laugh! Your issue is the suboptimal process for placement in algebra in 6th grade! Lol.

Tell that to the kids living in poverty, English learners, kids with chronic absenteeism and to the roughly 1/3 of the students doing reading and math below grade level. Ever crossed your mind that this is more pressing for your principal than accommodating your child?

It’s funny how you’re fighting for fairness and opportunity, not for the many students who need it but for the very tiny demographic consisting solely of your child. And on top of that you have this moral superiority attitude, which to be fair is really entertaining.

I know you’re trying to insult me, but we can talk about kids living in poverty and English learners. If there are kids living in poverty or English learners who the data suggests would be successful on an accelerated math pathway, they too would be included in what I am talking about — a fair process that doesn’t rely on saavy parent advocacy. You assumed those students couldn’t possibly be candidates for this conversation, though. Talk about moral superiority attitude.

Don't pay that PP any mind. They're in the I've got mine camp... Their belief that some zip codes are more deserving than others doesn't work.

It's in the schools where the families are lower income or ESOL. That's a school we went to. The issue is you aren't willing to move into that school zone to have your kids go to that school. You move to a wealthy district that doesn't have it and are complaining. Stop complaining and advocate at your school. We cannot do that for you.

[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:They are not rationing opportunities based on home address. The process is capricious and based on the whims of the math department and principal at each individual school.

At our W middle school no one is allowed to accelerate but a friend's child at a DCC school was allowed to accelerate.

You’re responding to me, and we actually agree. You literally made my point. Because you are zoned for your W school based on your address, your child isn’t allowed to accelerate. Your friend has a DCC address and her school is giving her this opportunity.

Our DCC school doesn't allow it either. Wish the county would stop rationing these opportunities and make this available to all students based on consistent standards.

It's the individual schools making the decisions, and FWIW I think the county has the right philosophy that the principals know their students and their community the best. But it's not like the county is completely checked out. This information is a few years old but we were told that the county had to sign off on each and every child that was accelerated. The school would make recommendations but they would have to get another layer of approval. If your school has decided not to make those recommendations or if you disagreed with the school about whether your child was ready that's a different story.

How could a middle school principal know anything about a set of rising 6th grade students who do not attend their school yet vis a vis their math placement? All they could possibly know is data. If they unilaterally do not approve any students, it’s not based on knowing their students or community. It’s based on a personal philosophy to hold the line on acceleration. So now we are determining pathways based on the personal philosophies of individual principals. Why do we even have a central office then, if they leave everything up to these philosophers, I mean principals?

You sound like you never lived in the real world. Principals can be bad at their job and not know how to deal with an advanced student because they may be new at the job or the school first serve this demographic. They don’t want/can to hire new staff for algebra 1, 2 or geometry, or have a terrible relationship with the principal at the nearby high school so they won’t accept middle schoolers. You can’t rely on the central office to enforce this policy because they don’t provide money for it or can’t make the high school accept students.

The process of placement at some schools may take into consideration the maturity and how sociable the child is, if he can handle the 8th grade environment at the local school that may consist of hormonal teenagers with little academic interest etc.

Bottom line is there’s a multitude of factors for math placement, ranging from reasonable to arbitrary to unfair. Just because your child had a certain score doesn’t mean he’s entitled to automatic Algebra placement, just as he’s not entitled to automatic admission to a particular university.

So these are all good points. But as you say, the factors range from reasonable to arbitrary to unfair. Should we just throw our hands up at the arbitrary and unfair part or should we hope/wish/request/demand/advocate for changes that improve access for students that will better meet their needs? I agree no one is entitled to Algebra placement but I disagree that kids shouldn’t be entitled to a fair process that prioritizes meeting their academic needs.

Sure, but just because some kid is placed in algebra at the “wealthy Potomac school” for a particular test score doesn’t mean every child at any school with the same score should be given the same accommodation, simply because the school may not have the resources or the critical mass of students. That doesn’t make it unfair. In my experience doing the legwork and trying to find a solution with the school administration usually works if the requests are reasonable. This being said, I switched schools for my son because the one he attended would not make any accommodation, mainly because they just didn’t know how to handle it, and it’s easier to default to no. The administration at the school he’s enrolled now is much more helpful.

While I hear your frustration, I don’t think your child was treated unfairly, it’s just it was not the right school for your child. It happens all the time, that’s why privates and charters exist.

You’re responding to me and assuming the school treated my child unfairly, but this isn’t true. I didn’t want to accelerate my own kid for a variety of reasons, in spite of outlier high scores and flawless grades. My issue is entirely with the suboptimal process that, for whatever reason, people want to defend at the expense of hundreds of kids.

I had a good laugh! Your issue is the suboptimal process for placement in algebra in 6th grade! Lol.

Tell that to the kids living in poverty, English learners, kids with chronic absenteeism and to the roughly 1/3 of the students doing reading and math below grade level. Ever crossed your mind that this is more pressing for your principal than accommodating your child?

It’s funny how you’re fighting for fairness and opportunity, not for the many students who need it but for the very tiny demographic consisting solely of your child. And on top of that you have this moral superiority attitude, which to be fair is really entertaining.

I know you’re trying to insult me, but we can talk about kids living in poverty and English learners. If there are kids living in poverty or English learners who the data suggests would be successful on an accelerated math pathway, they too would be included in what I am talking about — a fair process that doesn’t rely on saavy parent advocacy. You assumed those students couldn’t possibly be candidates for this conversation, though. Talk about moral superiority attitude.

Don't pay that PP any mind. They're in the I've got mine camp... Their belief that some zip codes are more deserving than others doesn't work.

It's in the schools where the families are lower income or ESOL. That's a school we went to. The issue is you aren't willing to move into that school zone to have your kids go to that school. You move to a wealthy district that doesn't have it and are complaining. Stop complaining and advocate at your school. We cannot do that for you.

Why are people conflating everything? This is not about wealth or lower income. We are talking about kids and math class! All kids in all schools with parents of every income need to take a middle school math class. Good grief.

[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:They are not rationing opportunities based on home address. The process is capricious and based on the whims of the math department and principal at each individual school.

At our W middle school no one is allowed to accelerate but a friend's child at a DCC school was allowed to accelerate.

You’re responding to me, and we actually agree. You literally made my point. Because you are zoned for your W school based on your address, your child isn’t allowed to accelerate. Your friend has a DCC address and her school is giving her this opportunity.

Our DCC school doesn't allow it either. Wish the county would stop rationing these opportunities and make this available to all students based on consistent standards.

It's the individual schools making the decisions, and FWIW I think the county has the right philosophy that the principals know their students and their community the best. But it's not like the county is completely checked out. This information is a few years old but we were told that the county had to sign off on each and every child that was accelerated. The school would make recommendations but they would have to get another layer of approval. If your school has decided not to make those recommendations or if you disagreed with the school about whether your child was ready that's a different story.

How could a middle school principal know anything about a set of rising 6th grade students who do not attend their school yet vis a vis their math placement? All they could possibly know is data. If they unilaterally do not approve any students, it’s not based on knowing their students or community. It’s based on a personal philosophy to hold the line on acceleration. So now we are determining pathways based on the personal philosophies of individual principals. Why do we even have a central office then, if they leave everything up to these philosophers, I mean principals?

You sound like you never lived in the real world. Principals can be bad at their job and not know how to deal with an advanced student because they may be new at the job or the school first serve this demographic. They don’t want/can to hire new staff for algebra 1, 2 or geometry, or have a terrible relationship with the principal at the nearby high school so they won’t accept middle schoolers. You can’t rely on the central office to enforce this policy because they don’t provide money for it or can’t make the high school accept students.

The process of placement at some schools may take into consideration the maturity and how sociable the child is, if he can handle the 8th grade environment at the local school that may consist of hormonal teenagers with little academic interest etc.

Bottom line is there’s a multitude of factors for math placement, ranging from reasonable to arbitrary to unfair. Just because your child had a certain score doesn’t mean he’s entitled to automatic Algebra placement, just as he’s not entitled to automatic admission to a particular university.

So these are all good points. But as you say, the factors range from reasonable to arbitrary to unfair. Should we just throw our hands up at the arbitrary and unfair part or should we hope/wish/request/demand/advocate for changes that improve access for students that will better meet their needs? I agree no one is entitled to Algebra placement but I disagree that kids shouldn’t be entitled to a fair process that prioritizes meeting their academic needs.

Sure, but just because some kid is placed in algebra at the “wealthy Potomac school” for a particular test score doesn’t mean every child at any school with the same score should be given the same accommodation, simply because the school may not have the resources or the critical mass of students. That doesn’t make it unfair. In my experience doing the legwork and trying to find a solution with the school administration usually works if the requests are reasonable. This being said, I switched schools for my son because the one he attended would not make any accommodation, mainly because they just didn’t know how to handle it, and it’s easier to default to no. The administration at the school he’s enrolled now is much more helpful.

While I hear your frustration, I don’t think your child was treated unfairly, it’s just it was not the right school for your child. It happens all the time, that’s why privates and charters exist.

You’re responding to me and assuming the school treated my child unfairly, but this isn’t true. I didn’t want to accelerate my own kid for a variety of reasons, in spite of outlier high scores and flawless grades. My issue is entirely with the suboptimal process that, for whatever reason, people want to defend at the expense of hundreds of kids.

I had a good laugh! Your issue is the suboptimal process for placement in algebra in 6th grade! Lol.

Tell that to the kids living in poverty, English learners, kids with chronic absenteeism and to the roughly 1/3 of the students doing reading and math below grade level. Ever crossed your mind that this is more pressing for your principal than accommodating your child?

It’s funny how you’re fighting for fairness and opportunity, not for the many students who need it but for the very tiny demographic consisting solely of your child. And on top of that you have this moral superiority attitude, which to be fair is really entertaining.

I know you’re trying to insult me, but we can talk about kids living in poverty and English learners. If there are kids living in poverty or English learners who the data suggests would be successful on an accelerated math pathway, they too would be included in what I am talking about — a fair process that doesn’t rely on saavy parent advocacy. You assumed those students couldn’t possibly be candidates for this conversation, though. Talk about moral superiority attitude.

Don't pay that PP any mind. They're in the I've got mine camp... Their belief that some zip codes are more deserving than others doesn't work.

It's in the schools where the families are lower income or ESOL. That's a school we went to. The issue is you aren't willing to move into that school zone to have your kids go to that school. You move to a wealthy district that doesn't have it and are complaining. Stop complaining and advocate at your school. We cannot do that for you.

Why are people conflating everything? This is not about wealth or lower income. We are talking about kids and math class! All kids in all schools with parents of every income need to take a middle school math class. Good grief.

One or several people keep making it out to only have it at specific schools which isn't the case. If you want it at your school advocate for it. I wouldn't bother as I didn't care. 7th grade is fine.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:They are not rationing opportunities based on home address. The process is capricious and based on the whims of the math department and principal at each individual school.

At our W middle school no one is allowed to accelerate but a friend's child at a DCC school was allowed to accelerate.

You’re responding to me, and we actually agree. You literally made my point. Because you are zoned for your W school based on your address, your child isn’t allowed to accelerate. Your friend has a DCC address and her school is giving her this opportunity.

Our DCC school doesn't allow it either. Wish the county would stop rationing these opportunities and make this available to all students based on consistent standards.

It's the individual schools making the decisions, and FWIW I think the county has the right philosophy that the principals know their students and their community the best. But it's not like the county is completely checked out. This information is a few years old but we were told that the county had to sign off on each and every child that was accelerated. The school would make recommendations but they would have to get another layer of approval. If your school has decided not to make those recommendations or if you disagreed with the school about whether your child was ready that's a different story.

How could a middle school principal know anything about a set of rising 6th grade students who do not attend their school yet vis a vis their math placement? All they could possibly know is data. If they unilaterally do not approve any students, it’s not based on knowing their students or community. It’s based on a personal philosophy to hold the line on acceleration. So now we are determining pathways based on the personal philosophies of individual principals. Why do we even have a central office then, if they leave everything up to these philosophers, I mean principals?

You sound like you never lived in the real world. Principals can be bad at their job and not know how to deal with an advanced student because they may be new at the job or the school first serve this demographic. They don’t want/can to hire new staff for algebra 1, 2 or geometry, or have a terrible relationship with the principal at the nearby high school so they won’t accept middle schoolers. You can’t rely on the central office to enforce this policy because they don’t provide money for it or can’t make the high school accept students.

The process of placement at some schools may take into consideration the maturity and how sociable the child is, if he can handle the 8th grade environment at the local school that may consist of hormonal teenagers with little academic interest etc.

Bottom line is there’s a multitude of factors for math placement, ranging from reasonable to arbitrary to unfair. Just because your child had a certain score doesn’t mean he’s entitled to automatic Algebra placement, just as he’s not entitled to automatic admission to a particular university.

So these are all good points. But as you say, the factors range from reasonable to arbitrary to unfair. Should we just throw our hands up at the arbitrary and unfair part or should we hope/wish/request/demand/advocate for changes that improve access for students that will better meet their needs? I agree no one is entitled to Algebra placement but I disagree that kids shouldn’t be entitled to a fair process that prioritizes meeting their academic needs.

Sure, but just because some kid is placed in algebra at the “wealthy Potomac school” for a particular test score doesn’t mean every child at any school with the same score should be given the same accommodation, simply because the school may not have the resources or the critical mass of students. That doesn’t make it unfair. In my experience doing the legwork and trying to find a solution with the school administration usually works if the requests are reasonable. This being said, I switched schools for my son because the one he attended would not make any accommodation, mainly because they just didn’t know how to handle it, and it’s easier to default to no. The administration at the school he’s enrolled now is much more helpful.

While I hear your frustration, I don’t think your child was treated unfairly, it’s just it was not the right school for your child. It happens all the time, that’s why privates and charters exist.

Sounds like you enjoy keeping others down.

+1

I think the handful of people who’ve finagled this arrangement for their children is very closely correlated with the posters who absolutely don’t want other children to successfully receive this accelerated placement. We know. You got yours. Other families can go to “charters” (which we don’t even have in Montgomery County).

Tiger parents are busy with their kids; they don't have time to worry about yours.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:They are not rationing opportunities based on home address. The process is capricious and based on the whims of the math department and principal at each individual school.

At our W middle school no one is allowed to accelerate but a friend's child at a DCC school was allowed to accelerate.

You’re responding to me, and we actually agree. You literally made my point. Because you are zoned for your W school based on your address, your child isn’t allowed to accelerate. Your friend has a DCC address and her school is giving her this opportunity.

Our DCC school doesn't allow it either. Wish the county would stop rationing these opportunities and make this available to all students based on consistent standards.

It's the individual schools making the decisions, and FWIW I think the county has the right philosophy that the principals know their students and their community the best. But it's not like the county is completely checked out. This information is a few years old but we were told that the county had to sign off on each and every child that was accelerated. The school would make recommendations but they would have to get another layer of approval. If your school has decided not to make those recommendations or if you disagreed with the school about whether your child was ready that's a different story.

How could a middle school principal know anything about a set of rising 6th grade students who do not attend their school yet vis a vis their math placement? All they could possibly know is data. If they unilaterally do not approve any students, it’s not based on knowing their students or community. It’s based on a personal philosophy to hold the line on acceleration. So now we are determining pathways based on the personal philosophies of individual principals. Why do we even have a central office then, if they leave everything up to these philosophers, I mean principals?

You sound like you never lived in the real world. Principals can be bad at their job and not know how to deal with an advanced student because they may be new at the job or the school first serve this demographic. They don’t want/can to hire new staff for algebra 1, 2 or geometry, or have a terrible relationship with the principal at the nearby high school so they won’t accept middle schoolers. You can’t rely on the central office to enforce this policy because they don’t provide money for it or can’t make the high school accept students.

The process of placement at some schools may take into consideration the maturity and how sociable the child is, if he can handle the 8th grade environment at the local school that may consist of hormonal teenagers with little academic interest etc.

Bottom line is there’s a multitude of factors for math placement, ranging from reasonable to arbitrary to unfair. Just because your child had a certain score doesn’t mean he’s entitled to automatic Algebra placement, just as he’s not entitled to automatic admission to a particular university.

So these are all good points. But as you say, the factors range from reasonable to arbitrary to unfair. Should we just throw our hands up at the arbitrary and unfair part or should we hope/wish/request/demand/advocate for changes that improve access for students that will better meet their needs? I agree no one is entitled to Algebra placement but I disagree that kids shouldn’t be entitled to a fair process that prioritizes meeting their academic needs.

Sure, but just because some kid is placed in algebra at the “wealthy Potomac school” for a particular test score doesn’t mean every child at any school with the same score should be given the same accommodation, simply because the school may not have the resources or the critical mass of students. That doesn’t make it unfair. In my experience doing the legwork and trying to find a solution with the school administration usually works if the requests are reasonable. This being said, I switched schools for my son because the one he attended would not make any accommodation, mainly because they just didn’t know how to handle it, and it’s easier to default to no. The administration at the school he’s enrolled now is much more helpful.

While I hear your frustration, I don’t think your child was treated unfairly, it’s just it was not the right school for your child. It happens all the time, that’s why privates and charters exist.

Sounds like you enjoy keeping others down.

+1

I think the handful of people who’ve finagled this arrangement for their children is very closely correlated with the posters who absolutely don’t want other children to successfully receive this accelerated placement. We know. You got yours. Other families can go to “charters” (which we don’t even have in Montgomery County).

Tiger parents are busy with their kids; they don't have time to worry about yours.

How would you like us to help you with this? Why don't you post your child's name, student id, sign a release and school name and one of us can call the school to advocate for your child since you prefer to complain than call yourself? Or, you can contact MCCPTA, volunteer on their gifted committee and use their backing to advocate. How do we help you with this when we don't know the school you need to offer it, etc.

[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:They are not rationing opportunities based on home address. The process is capricious and based on the whims of the math department and principal at each individual school.

At our W middle school no one is allowed to accelerate but a friend's child at a DCC school was allowed to accelerate.

You’re responding to me, and we actually agree. You literally made my point. Because you are zoned for your W school based on your address, your child isn’t allowed to accelerate. Your friend has a DCC address and her school is giving her this opportunity.

Our DCC school doesn't allow it either. Wish the county would stop rationing these opportunities and make this available to all students based on consistent standards.

It's the individual schools making the decisions, and FWIW I think the county has the right philosophy that the principals know their students and their community the best. But it's not like the county is completely checked out. This information is a few years old but we were told that the county had to sign off on each and every child that was accelerated. The school would make recommendations but they would have to get another layer of approval. If your school has decided not to make those recommendations or if you disagreed with the school about whether your child was ready that's a different story.

How could a middle school principal know anything about a set of rising 6th grade students who do not attend their school yet vis a vis their math placement? All they could possibly know is data. If they unilaterally do not approve any students, it’s not based on knowing their students or community. It’s based on a personal philosophy to hold the line on acceleration. So now we are determining pathways based on the personal philosophies of individual principals. Why do we even have a central office then, if they leave everything up to these philosophers, I mean principals?

You sound like you never lived in the real world. Principals can be bad at their job and not know how to deal with an advanced student because they may be new at the job or the school first serve this demographic. They don’t want/can to hire new staff for algebra 1, 2 or geometry, or have a terrible relationship with the principal at the nearby high school so they won’t accept middle schoolers. You can’t rely on the central office to enforce this policy because they don’t provide money for it or can’t make the high school accept students.

The process of placement at some schools may take into consideration the maturity and how sociable the child is, if he can handle the 8th grade environment at the local school that may consist of hormonal teenagers with little academic interest etc.

Bottom line is there’s a multitude of factors for math placement, ranging from reasonable to arbitrary to unfair. Just because your child had a certain score doesn’t mean he’s entitled to automatic Algebra placement, just as he’s not entitled to automatic admission to a particular university.

So these are all good points. But as you say, the factors range from reasonable to arbitrary to unfair. Should we just throw our hands up at the arbitrary and unfair part or should we hope/wish/request/demand/advocate for changes that improve access for students that will better meet their needs? I agree no one is entitled to Algebra placement but I disagree that kids shouldn’t be entitled to a fair process that prioritizes meeting their academic needs.

Sure, but just because some kid is placed in algebra at the “wealthy Potomac school” for a particular test score doesn’t mean every child at any school with the same score should be given the same accommodation, simply because the school may not have the resources or the critical mass of students. That doesn’t make it unfair. In my experience doing the legwork and trying to find a solution with the school administration usually works if the requests are reasonable. This being said, I switched schools for my son because the one he attended would not make any accommodation, mainly because they just didn’t know how to handle it, and it’s easier to default to no. The administration at the school he’s enrolled now is much more helpful.

While I hear your frustration, I don’t think your child was treated unfairly, it’s just it was not the right school for your child. It happens all the time, that’s why privates and charters exist.

Sounds like you enjoy keeping others down.

+1

I think the handful of people who’ve finagled this arrangement for their children is very closely correlated with the posters who absolutely don’t want other children to successfully receive this accelerated placement. We know. You got yours. Other families can go to “charters” (which we don’t even have in Montgomery County).

Tiger parents are busy with their kids; they don't have time to worry about yours.

How would you like us to help you with this? Why don't you post your child's name, student id, sign a release and school name and one of us can call the school to advocate for your child since you prefer to complain than call yourself? Or, you can contact MCCPTA, volunteer on their gifted committee and use their backing to advocate. How do we help you with this when we don't know the school you need to offer it, etc.

Seek help.

[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:They are not rationing opportunities based on home address. The process is capricious and based on the whims of the math department and principal at each individual school.

At our W middle school no one is allowed to accelerate but a friend's child at a DCC school was allowed to accelerate.

You’re responding to me, and we actually agree. You literally made my point. Because you are zoned for your W school based on your address, your child isn’t allowed to accelerate. Your friend has a DCC address and her school is giving her this opportunity.

Our DCC school doesn't allow it either. Wish the county would stop rationing these opportunities and make this available to all students based on consistent standards.

It's the individual schools making the decisions, and FWIW I think the county has the right philosophy that the principals know their students and their community the best. But it's not like the county is completely checked out. This information is a few years old but we were told that the county had to sign off on each and every child that was accelerated. The school would make recommendations but they would have to get another layer of approval. If your school has decided not to make those recommendations or if you disagreed with the school about whether your child was ready that's a different story.

How could a middle school principal know anything about a set of rising 6th grade students who do not attend their school yet vis a vis their math placement? All they could possibly know is data. If they unilaterally do not approve any students, it’s not based on knowing their students or community. It’s based on a personal philosophy to hold the line on acceleration. So now we are determining pathways based on the personal philosophies of individual principals. Why do we even have a central office then, if they leave everything up to these philosophers, I mean principals?

You sound like you never lived in the real world. Principals can be bad at their job and not know how to deal with an advanced student because they may be new at the job or the school first serve this demographic. They don’t want/can to hire new staff for algebra 1, 2 or geometry, or have a terrible relationship with the principal at the nearby high school so they won’t accept middle schoolers. You can’t rely on the central office to enforce this policy because they don’t provide money for it or can’t make the high school accept students.

The process of placement at some schools may take into consideration the maturity and how sociable the child is, if he can handle the 8th grade environment at the local school that may consist of hormonal teenagers with little academic interest etc.

Bottom line is there’s a multitude of factors for math placement, ranging from reasonable to arbitrary to unfair. Just because your child had a certain score doesn’t mean he’s entitled to automatic Algebra placement, just as he’s not entitled to automatic admission to a particular university.

So these are all good points. But as you say, the factors range from reasonable to arbitrary to unfair. Should we just throw our hands up at the arbitrary and unfair part or should we hope/wish/request/demand/advocate for changes that improve access for students that will better meet their needs? I agree no one is entitled to Algebra placement but I disagree that kids shouldn’t be entitled to a fair process that prioritizes meeting their academic needs.

Sure, but just because some kid is placed in algebra at the “wealthy Potomac school” for a particular test score doesn’t mean every child at any school with the same score should be given the same accommodation, simply because the school may not have the resources or the critical mass of students. That doesn’t make it unfair. In my experience doing the legwork and trying to find a solution with the school administration usually works if the requests are reasonable. This being said, I switched schools for my son because the one he attended would not make any accommodation, mainly because they just didn’t know how to handle it, and it’s easier to default to no. The administration at the school he’s enrolled now is much more helpful.

While I hear your frustration, I don’t think your child was treated unfairly, it’s just it was not the right school for your child. It happens all the time, that’s why privates and charters exist.

Sounds like you enjoy keeping others down.

+1

I think the handful of people who’ve finagled this arrangement for their children is very closely correlated with the posters who absolutely don’t want other children to successfully receive this accelerated placement. We know. You got yours. Other families can go to “charters” (which we don’t even have in Montgomery County).

Tiger parents are busy with their kids; they don't have time to worry about yours.

How would you like us to help you with this? Why don't you post your child's name, student id, sign a release and school name and one of us can call the school to advocate for your child since you prefer to complain than call yourself? Or, you can contact MCCPTA, volunteer on their gifted committee and use their backing to advocate. How do we help you with this when we don't know the school you need to offer it, etc.

Seek help.

We are offering to help. If you will not provide us with your child's information we cannot help. So, what would you like us to do to fix this for you since you aren't even willing to advocate for your own child?

[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:They are not rationing opportunities based on home address. The process is capricious and based on the whims of the math department and principal at each individual school.

At our W middle school no one is allowed to accelerate but a friend's child at a DCC school was allowed to accelerate.

You’re responding to me, and we actually agree. You literally made my point. Because you are zoned for your W school based on your address, your child isn’t allowed to accelerate. Your friend has a DCC address and her school is giving her this opportunity.

Our DCC school doesn't allow it either. Wish the county would stop rationing these opportunities and make this available to all students based on consistent standards.

It's the individual schools making the decisions, and FWIW I think the county has the right philosophy that the principals know their students and their community the best. But it's not like the county is completely checked out. This information is a few years old but we were told that the county had to sign off on each and every child that was accelerated. The school would make recommendations but they would have to get another layer of approval. If your school has decided not to make those recommendations or if you disagreed with the school about whether your child was ready that's a different story.

How could a middle school principal know anything about a set of rising 6th grade students who do not attend their school yet vis a vis their math placement? All they could possibly know is data. If they unilaterally do not approve any students, it’s not based on knowing their students or community. It’s based on a personal philosophy to hold the line on acceleration. So now we are determining pathways based on the personal philosophies of individual principals. Why do we even have a central office then, if they leave everything up to these philosophers, I mean principals?

You sound like you never lived in the real world. Principals can be bad at their job and not know how to deal with an advanced student because they may be new at the job or the school first serve this demographic. They don’t want/can to hire new staff for algebra 1, 2 or geometry, or have a terrible relationship with the principal at the nearby high school so they won’t accept middle schoolers. You can’t rely on the central office to enforce this policy because they don’t provide money for it or can’t make the high school accept students.

The process of placement at some schools may take into consideration the maturity and how sociable the child is, if he can handle the 8th grade environment at the local school that may consist of hormonal teenagers with little academic interest etc.

Bottom line is there’s a multitude of factors for math placement, ranging from reasonable to arbitrary to unfair. Just because your child had a certain score doesn’t mean he’s entitled to automatic Algebra placement, just as he’s not entitled to automatic admission to a particular university.

So these are all good points. But as you say, the factors range from reasonable to arbitrary to unfair. Should we just throw our hands up at the arbitrary and unfair part or should we hope/wish/request/demand/advocate for changes that improve access for students that will better meet their needs? I agree no one is entitled to Algebra placement but I disagree that kids shouldn’t be entitled to a fair process that prioritizes meeting their academic needs.

Sure, but just because some kid is placed in algebra at the “wealthy Potomac school” for a particular test score doesn’t mean every child at any school with the same score should be given the same accommodation, simply because the school may not have the resources or the critical mass of students. That doesn’t make it unfair. In my experience doing the legwork and trying to find a solution with the school administration usually works if the requests are reasonable. This being said, I switched schools for my son because the one he attended would not make any accommodation, mainly because they just didn’t know how to handle it, and it’s easier to default to no. The administration at the school he’s enrolled now is much more helpful.

While I hear your frustration, I don’t think your child was treated unfairly, it’s just it was not the right school for your child. It happens all the time, that’s why privates and charters exist.

You’re responding to me and assuming the school treated my child unfairly, but this isn’t true. I didn’t want to accelerate my own kid for a variety of reasons, in spite of outlier high scores and flawless grades. My issue is entirely with the suboptimal process that, for whatever reason, people want to defend at the expense of hundreds of kids.

I had a good laugh! Your issue is the suboptimal process for placement in algebra in 6th grade! Lol.

Tell that to the kids living in poverty, English learners, kids with chronic absenteeism and to the roughly 1/3 of the students doing reading and math below grade level. Ever crossed your mind that this is more pressing for your principal than accommodating your child?

It’s funny how you’re fighting for fairness and opportunity, not for the many students who need it but for the very tiny demographic consisting solely of your child. And on top of that you have this moral superiority attitude, which to be fair is really entertaining.

I know you’re trying to insult me, but we can talk about kids living in poverty and English learners. If there are kids living in poverty or English learners who the data suggests would be successful on an accelerated math pathway, they too would be included in what I am talking about — a fair process that doesn’t rely on saavy parent advocacy. You assumed those students couldn’t possibly be candidates for this conversation, though. Talk about moral superiority attitude.

Don't pay that PP any mind. They're in the I've got mine camp... Their belief that some zip codes are more deserving than others doesn't work.

How would you like us to fix this for you? Tell us the school name and maybe MCCPTA will see it and help you advocate. They are the advocacy group for MCPS and families. Maybe you could spend some time volunteering vs. complaining.

Usually the parents complaining the most about the school are also the ones volunteering the least. She doesn’t want anything to be fixed, then there would be nothing to complain about.

[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:They are not rationing opportunities based on home address. The process is capricious and based on the whims of the math department and principal at each individual school.

At our W middle school no one is allowed to accelerate but a friend's child at a DCC school was allowed to accelerate.

You’re responding to me, and we actually agree. You literally made my point. Because you are zoned for your W school based on your address, your child isn’t allowed to accelerate. Your friend has a DCC address and her school is giving her this opportunity.

Our DCC school doesn't allow it either. Wish the county would stop rationing these opportunities and make this available to all students based on consistent standards.

It's the individual schools making the decisions, and FWIW I think the county has the right philosophy that the principals know their students and their community the best. But it's not like the county is completely checked out. This information is a few years old but we were told that the county had to sign off on each and every child that was accelerated. The school would make recommendations but they would have to get another layer of approval. If your school has decided not to make those recommendations or if you disagreed with the school about whether your child was ready that's a different story.

How could a middle school principal know anything about a set of rising 6th grade students who do not attend their school yet vis a vis their math placement? All they could possibly know is data. If they unilaterally do not approve any students, it’s not based on knowing their students or community. It’s based on a personal philosophy to hold the line on acceleration. So now we are determining pathways based on the personal philosophies of individual principals. Why do we even have a central office then, if they leave everything up to these philosophers, I mean principals?

You sound like you never lived in the real world. Principals can be bad at their job and not know how to deal with an advanced student because they may be new at the job or the school first serve this demographic. They don’t want/can to hire new staff for algebra 1, 2 or geometry, or have a terrible relationship with the principal at the nearby high school so they won’t accept middle schoolers. You can’t rely on the central office to enforce this policy because they don’t provide money for it or can’t make the high school accept students.

The process of placement at some schools may take into consideration the maturity and how sociable the child is, if he can handle the 8th grade environment at the local school that may consist of hormonal teenagers with little academic interest etc.

Bottom line is there’s a multitude of factors for math placement, ranging from reasonable to arbitrary to unfair. Just because your child had a certain score doesn’t mean he’s entitled to automatic Algebra placement, just as he’s not entitled to automatic admission to a particular university.

So these are all good points. But as you say, the factors range from reasonable to arbitrary to unfair. Should we just throw our hands up at the arbitrary and unfair part or should we hope/wish/request/demand/advocate for changes that improve access for students that will better meet their needs? I agree no one is entitled to Algebra placement but I disagree that kids shouldn’t be entitled to a fair process that prioritizes meeting their academic needs.

Sure, but just because some kid is placed in algebra at the “wealthy Potomac school” for a particular test score doesn’t mean every child at any school with the same score should be given the same accommodation, simply because the school may not have the resources or the critical mass of students. That doesn’t make it unfair. In my experience doing the legwork and trying to find a solution with the school administration usually works if the requests are reasonable. This being said, I switched schools for my son because the one he attended would not make any accommodation, mainly because they just didn’t know how to handle it, and it’s easier to default to no. The administration at the school he’s enrolled now is much more helpful.

While I hear your frustration, I don’t think your child was treated unfairly, it’s just it was not the right school for your child. It happens all the time, that’s why privates and charters exist.

Sounds like you enjoy keeping others down.

+1

I think the handful of people who’ve finagled this arrangement for their children is very closely correlated with the posters who absolutely don’t want other children to successfully receive this accelerated placement. We know. You got yours. Other families can go to “charters” (which we don’t even have in Montgomery County).

Tiger parents are busy with their kids; they don't have time to worry about yours.

How would you like us to help you with this? Why don't you post your child's name, student id, sign a release and school name and one of us can call the school to advocate for your child since you prefer to complain than call yourself? Or, you can contact MCCPTA, volunteer on their gifted committee and use their backing to advocate. How do we help you with this when we don't know the school you need to offer it, etc.

Seek help.

We are offering to help. If you will not provide us with your child's information we cannot help. So, what would you like us to do to fix this for you since you aren't even willing to advocate for your own child?

+1.

What are you proposing? Approach the school and take from there. If it doesn’t work and this is really important to you change schools.

[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:They are not rationing opportunities based on home address. The process is capricious and based on the whims of the math department and principal at each individual school.

At our W middle school no one is allowed to accelerate but a friend's child at a DCC school was allowed to accelerate.

You’re responding to me, and we actually agree. You literally made my point. Because you are zoned for your W school based on your address, your child isn’t allowed to accelerate. Your friend has a DCC address and her school is giving her this opportunity.

Our DCC school doesn't allow it either. Wish the county would stop rationing these opportunities and make this available to all students based on consistent standards.

It's the individual schools making the decisions, and FWIW I think the county has the right philosophy that the principals know their students and their community the best. But it's not like the county is completely checked out. This information is a few years old but we were told that the county had to sign off on each and every child that was accelerated. The school would make recommendations but they would have to get another layer of approval. If your school has decided not to make those recommendations or if you disagreed with the school about whether your child was ready that's a different story.

How could a middle school principal know anything about a set of rising 6th grade students who do not attend their school yet vis a vis their math placement? All they could possibly know is data. If they unilaterally do not approve any students, it’s not based on knowing their students or community. It’s based on a personal philosophy to hold the line on acceleration. So now we are determining pathways based on the personal philosophies of individual principals. Why do we even have a central office then, if they leave everything up to these philosophers, I mean principals?

You sound like you never lived in the real world. Principals can be bad at their job and not know how to deal with an advanced student because they may be new at the job or the school first serve this demographic. They don’t want/can to hire new staff for algebra 1, 2 or geometry, or have a terrible relationship with the principal at the nearby high school so they won’t accept middle schoolers. You can’t rely on the central office to enforce this policy because they don’t provide money for it or can’t make the high school accept students.

The process of placement at some schools may take into consideration the maturity and how sociable the child is, if he can handle the 8th grade environment at the local school that may consist of hormonal teenagers with little academic interest etc.

Bottom line is there’s a multitude of factors for math placement, ranging from reasonable to arbitrary to unfair. Just because your child had a certain score doesn’t mean he’s entitled to automatic Algebra placement, just as he’s not entitled to automatic admission to a particular university.

So these are all good points. But as you say, the factors range from reasonable to arbitrary to unfair. Should we just throw our hands up at the arbitrary and unfair part or should we hope/wish/request/demand/advocate for changes that improve access for students that will better meet their needs? I agree no one is entitled to Algebra placement but I disagree that kids shouldn’t be entitled to a fair process that prioritizes meeting their academic needs.

Sure, but just because some kid is placed in algebra at the “wealthy Potomac school” for a particular test score doesn’t mean every child at any school with the same score should be given the same accommodation, simply because the school may not have the resources or the critical mass of students. That doesn’t make it unfair. In my experience doing the legwork and trying to find a solution with the school administration usually works if the requests are reasonable. This being said, I switched schools for my son because the one he attended would not make any accommodation, mainly because they just didn’t know how to handle it, and it’s easier to default to no. The administration at the school he’s enrolled now is much more helpful.

While I hear your frustration, I don’t think your child was treated unfairly, it’s just it was not the right school for your child. It happens all the time, that’s why privates and charters exist.

Sounds like you enjoy keeping others down.

+1

I think the handful of people who’ve finagled this arrangement for their children is very closely correlated with the posters who absolutely don’t want other children to successfully receive this accelerated placement. We know. You got yours. Other families can go to “charters” (which we don’t even have in Montgomery County).

Tiger parents are busy with their kids; they don't have time to worry about yours.

How would you like us to help you with this? Why don't you post your child's name, student id, sign a release and school name and one of us can call the school to advocate for your child since you prefer to complain than call yourself? Or, you can contact MCCPTA, volunteer on their gifted committee and use their backing to advocate. How do we help you with this when we don't know the school you need to offer it, etc.

Seek help.

We are offering to help. If you will not provide us with your child's information we cannot help. So, what would you like us to do to fix this for you since you aren't even willing to advocate for your own child?

+1.

What are you proposing? Approach the school and take from there. If it doesn’t work and this is really important to you change schools.

Someone listed the schools here. They can always do a COSA if a school will allow it.