Does anyone like Curriculum 2.0?

[Anonymous]

It's not difficult to gauge the track record of a Principal -- if she or he has been at a school awhile. Check with parents in other classes to get a sense of the track record with advanced kids.

[Anonymous]

Anonymous wrote:

Ok, DS is only in second grade, so our only experience is with 2.0. It doesn't seem that bad to me. DS is bright, his class has 4 math groups, so there is differentiation in the classroom. He still gets everything right on math tests, but we are not up in arms about it. When DS was a baby and I checked this forum about schools, I seem to recall parents being very critical of Everyday Math. So, are people simply never satisfied with math instruction?

My daughter took Algebra 1 in the 5th grade in MCPS. Her younger brothers' performance and knowledge base in math were ahead of her in the lower elementary school grades. Now, can you imagine what those boys have been doing the last 2 years without differentiation or an ability to move ahead in their current math classes (short of reading novels during math period while waiting for the class to move on and then being sent to the Principal's office for being disruptive)? My children are not geniuses, but I do know and understand when they each have mastered the curriculum. Perhaps, if you were in their shoes you would understand the situation. I cannot speak for others ... only my own. I am no fan of curriculum 2.0, terrible execution by teachers and administrators, the lack of subject differentiation, the poor math teaching and the banning of acceleration in math for capable and willing students.

I can see how this would be frustrating to you in particular. Though as someone new to this, I have to say it sounds bizarre to me that kids are taking Algebra I in 5th grade. I come from that time and place where the advanced kids took Algebra I in 8th grade, then got all the way to AP Calc in 12th grade, and this was considered well prepared for highly selective colleges.

[Anonymous]

I can see how this would be frustrating to you in particular. Though as someone new to this, I have to say it sounds bizarre to me that kids are taking Algebra I in 5th grade. I come from that time and place where the advanced kids took Algebra I in 8th grade, then got all the way to AP Calc in 12th grade, and this was considered well prepared for highly selective colleges.

What does this statement have to do with pathways for children with mastery to advance in math? The digression about Algebra in 5th grade, AP Calculus and selective colleges makes absolutely no sense. Does this illogic have anything to do with providing a challenging math curriculum to our children commensurate with aptitude, ability and achievement?

It sounds bizarre to me that many parents and their children are happy as warm clams with curriculum 2.0 and the elimination of pathways for advancement and acceleration for willing and able kids (obviously not their own). That's about the only thing bizarre here. I know you are new to this. In time you will recognize as your children move through K-12 and university ... there is nothing bizarre about academic achievement. Like in sports and music you really haven't seen anything yet!

[Anonymous]

I would love to know if the 13 pages of complaints in this topic are from a variety of people or just a a few people posting over and over.

[Anonymous]

Anonymous wrote:I would love to know if the 13 pages of complaints in this topic are from a variety of people or just a a few people posting over and over.

great question

[Anonymous]

Anonymous wrote:

I can see how this would be frustrating to you in particular. Though as someone new to this, I have to say it sounds bizarre to me that kids are taking Algebra I in 5th grade. I come from that time and place where the advanced kids took Algebra I in 8th grade, then got all the way to AP Calc in 12th grade, and this was considered well prepared for highly selective colleges.

What does this statement have to do with pathways for children with mastery to advance in math? The digression about Algebra in 5th grade, AP Calculus and selective colleges makes absolutely no sense. Does this illogic have anything to do with providing a challenging math curriculum to our children commensurate with aptitude, ability and achievement?

It sounds bizarre to me that many parents and their children are happy as warm clams with curriculum 2.0 and the elimination of pathways for advancement and acceleration for willing and able kids (obviously not their own). That's about the only thing bizarre here. I know you are new to this. In time you will recognize as your children move through K-12 and university ... there is nothing bizarre about academic achievement. Like in sports and music you really haven't seen anything yet!

So is the problem with 2.0 just the math curriculum and lack of differentiation? Or do the problems encompass all the subjects. All I keep hearing are complaints about math.

[Anonymous]

I would love to know if the 13 pages of complaints in this topic are from a variety of people or just a a few people posting over and over.

Stay tuned. When MCPS reverses this assinine intransigent position of eliminating acceleration and advancement pathways for the study of math in our present 21st century age of technology you will have your answer. You can take this to the bank. Heads will roll, albeit in slow motion!

[Anonymous]

Complaints seem to only be about math, in real life and here.

[Anonymous]

Anonymous wrote:

Anonymous wrote:You know who is really LOL-ing?? Virginia schools and DC/MD privates, not to mention all the Asian and European countries that teach intensive and comprehensive coursework to their elementary students. And the test results consistently show that, as do the number of eventual math and engineering college graduates.

Too bad MoCo chose the slow students to set the pace and curriculum, no doubt in order to bring up average scores to mediocrity (proficiency) and receive more federal funds to teach to the lowest denominator.

Funny thing, you get to a real high school or university or the real world job and it's sink or swim. None of this "lets slow down everybody so the ESL kids can "master" whatever, that everyone else already has".

Really? Can you provide the math curriculum used by all these Asian and European countries for grades K-2 so we can compare it to 2.0? I would really like to see the specific differences between this curriculum that is allegedly failing my 1st grader and what the average 1st grader is getting in Germany or Japan.

Common knowledge that most of Europe, Asia, and Russia tests scores in math and science blow U.S. students' poor scores right out of the water! At every age group.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You know who is really LOL-ing?? Virginia schools and DC/MD privates, not to mention all the Asian and European countries that teach intensive and comprehensive coursework to their elementary students. And the test results consistently show that, as do the number of eventual math and engineering college graduates.

Too bad MoCo chose the slow students to set the pace and curriculum, no doubt in order to bring up average scores to mediocrity (proficiency) and receive more federal funds to teach to the lowest denominator.

Funny thing, you get to a real high school or university or the real world job and it's sink or swim. None of this "lets slow down everybody so the ESL kids can "master" whatever, that everyone else already has".

Really? Can you provide the math curriculum used by all these Asian and European countries for grades K-2 so we can compare it to 2.0? I would really like to see the specific differences between this curriculum that is allegedly failing my 1st grader and what the average 1st grader is getting in Germany or Japan.

Common knowledge that most of Europe, Asia, and Russia tests scores in math and science blow U.S. students' poor scores right out of the water! At every age group.

1st grade:
http://uchit.rastu.ru/education/4/937/

2nd grade:
http://uchit.rastu.ru/education/5/1044/
Cliick on links to see sample questions.

[Anonymous]

Therefore, corrective action begins at the start, in elementary school. It is thus criminal to hold K-3 children back (potentially for 4 years) who have already mastered the math curriculum. There must be a pathway for children who have mastered the subject matter to advance -- particularly in mathematics -- the building and foundational block for science, engineering, technology and computer science. Global leadership and survival in this century will be driven by technology. The Board of Education and the MCPS leadership are modern day illiterates for endorsing an archaic and regressive policy preventing able and willing elementary school kids from advancing and accelerating in math. No wonder the performance gap in math and science between America and the rest of the world will continue to balloon.

[Anonymous]

My daughter took Algebra 1 in the 5th grade in MCPS. Her younger brothers' performance and knowledge base in math were ahead of her in the lower elementary school grades. Now, can you imagine what those boys have been doing the last 2 years without differentiation or an ability to move ahead in their current math classes (short of reading novels during math period while waiting for the class to move on and then being sent to the Principal's office for being disruptive)? My children are not geniuses, but I do know and understand when they each have mastered the curriculum. Perhaps, if you were in their shoes you would understand the situation. I cannot speak for others ... only my own. I am no fan of curriculum 2.0, terrible execution by teachers and administrators, the lack of subject differentiation, the poor math teaching and the banning of acceleration in math for capable and willing students.

I can see how this would be frustrating to you in particular. Though as someone new to this, I have to say it sounds bizarre to me that kids are taking Algebra I in 5th grade. I come from that time and place where the advanced kids took Algebra I in 8th grade, then got all the way to AP Calc in 12th grade, and this was considered well prepared for highly selective colleges.

I agree with this. I went to school in one of the best school systems in another state and advanced kids also took Algebra 1 in 8th grade. I think this is exactly the reason that they did away with math pathways. Kids were being overaccelerated and weren't really taking the time to learn the material. It seems like they overcorrected for this problem though and need to find a middle ground where advanced kids still have access to challenging material.

[Anonymous]

Yet another modern day illiterate making conclusions in the absence of data. Do you have any data this particular girl taking Algebra 1 in the 5th grade was inappropriately placed? You continue to prove why Americans have deficiencies in mathematics and logic.

[Anonymous]

I agree with this. I went to school in one of the best school systems in another state and advanced kids also took Algebra 1 in 8th grade. I think this is exactly the reason that they did away with math pathways. Kids were being overaccelerated and weren't really taking the time to learn the material. It seems like they overcorrected for this problem though and need to find a middle ground where advanced kids still have access to challenging material.

You have a preoccupation with the word "best". This is an endemic disease here. US News and World reports your "best" doesn't outperform average kids in Vietnam. It's all relative...as is acceleration or hyperacceleration. Preoccupation about what grade a child takes Algebra in is also silly as there is sometimes a 2 year spread in age within a single grade. The kids in MCPS grade school are well aware of these differences in age, height, weight, maturity, ability and performance.

[Anonymous]

Anonymous wrote:

I agree with this. I went to school in one of the best school systems in another state and advanced kids also took Algebra 1 in 8th grade. I think this is exactly the reason that they did away with math pathways. Kids were being overaccelerated and weren't really taking the time to learn the material. It seems like they overcorrected for this problem though and need to find a middle ground where advanced kids still have access to challenging material.

Just some facts - 40% of the student in MoCo are identified as GT; in my son's middle school 80% of the kids take Algebra I in 8th grade or earlier.
Do you really think an option of Algebra I in 8th Grade as advancement will be enough?
We live in NIH/NASA "ghetto" as one of my son's teachers identified our area, I just don't believe 2.0 would fly here; it's just a matter of time before math pathway will be returned one way or another.
Too bad my kids are the guinea pigs for that project: evil: