Can a sixth grader take algebra 1?

[Anonymous]

Anonymous wrote:

I think it would be A LOT more productive if we could work together here. This would be a GREAT project for someone to bring forward and shepherd with the Gifted Education Committee of the MCCPTA, who has done good work lately on a lot of fronts.

Someone with a current 2nd or 3rd grader with some skin in the game would be a good choice. The job would be:

1) Do a "poll" of parents asking the policy at their child's school. For Elementary Schools - Do they allow kids to skip 4/5 and go straight into 5/6? Do they allow kids to travel to the local MS for AIM if appropriate? For Middle Schools - Do they let kids test into Algebra I in 6th? Do they have a cut-off for the MAP score?

Individual parents would need to step up and ask these questions at the school level and report back.

2) Look at trends in the findings.

3) Bring it to MCPS and ask for a clear county-wide policy.

The Gifted Education Committee of the MCCPTA did ask the county about this and posted the question and response on their Facebook page:

Q; How is advanced placement into Algebra I being handled? Is it being done by central office or by each individual middle school? What are the criteria and what are the steps?

Has this process changed in the last couple of months? Some families believe that to be the case, due at least in part to how Carl Seward, previous Secondary Math Supervisor, handled these placement requests differently than traditionally done by MCPS.

A: MCPS is developing tools for centralized mathematics readiness analysis to be used from PK-12 as student needs surface. MCPS is committed to ensuring that all students undergo the same analysis process for advancement rather than relying on individual school determinations that may vary in process.In the rare circumstance where assessment and performance data indicate:the student is working consistently at the top of the grade level targets, enriching instruction does not provide the desired productive struggle that indicates learning, then the school team may convene a collaborative meeting to consider course acceleration. This is done on an individual basis.

[Anonymous]

Years ago, right after they implemented 2.0, and MCPS gave schools the message not to accelerate and when they strongly felt a student needed it every single case had to be centrally approved.

Then MCPS seemed to gradually allow more schools to create their own processes.

[Anonymous]

Anonymous wrote:Years ago, right after they implemented 2.0, and MCPS gave schools the message not to accelerate and when they strongly felt a student needed it every single case had to be centrally approved.

Then MCPS seemed to gradually allow more schools to create their own processes.

The pendulum swings back and forth. "Data points" do not always reflect the reality of student performance, and teachers in the local schools are in a place to see that. My child underperforms significantly on the standardized tests, because there is a lack of stamina (for 52 questions). Does that mean they should not get taught math at their true ability level? It gets complicated. Setting the right metric isn't easy, and there are always exceptional cases. When parents hear "central decision" what they comprehend is rigid, no exceptions, test-based, impersonal ... ." And they're ususally right.

[Anonymous]

Anonymous wrote:There are no schools in the whole county except for Frost that I know of that "offer" Algebra I in 6th in a pretty open way.

Quite a few other middle schools allow it for individual students on a case by case basis. No, TPMS does not offer it. Neither do any of the other magnets. Because of the nature of the magnet they may have a higher concentration of individual students who were allowed acceleration but there are cases of 1 to 2 students everywhere.

My child is one of them but I wouldn't dare say what school because they may be the only one Many parents don't mention it for the very reason you are seeing on this thread which is a lot of hostility and people putting down other kids and questioning why their own child can't get something too.

Why can’t their child have what your child has, assuming their child is equally prepared? If the roles were reversed and you weren’t the one whose child got very special permission, wouldn’t you feel frustrated that your child’s needs were not being met while an exception was being made to meet some other child’s needs? You got yours, and while I don’t condone hostility, the procedure for making these exceptions seems unnecessarily inequitable.

[Anonymous]

AIM and Algebra in 6th are two different issues. OP is asking about Algebra in 6th and it varies by MS. Our DCC offered it in 6th without AIM. It sounds like only a few schools offer AIM in 5th and the big issue is probably having a qualified teacher. Many of our kids skipped AIM and are fine. We did a lot of algebra prep the summer prior to make sure it was the right choice.

MCPS now offers free tutoring so you can easily supplement with their free tutoring.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Years ago, right after they implemented 2.0, and MCPS gave schools the message not to accelerate and when they strongly felt a student needed it every single case had to be centrally approved.

Then MCPS seemed to gradually allow more schools to create their own processes.

The pendulum swings back and forth. "Data points" do not always reflect the reality of student performance, and teachers in the local schools are in a place to see that. My child underperforms significantly on the standardized tests, because there is a lack of stamina (for 52 questions). Does that mean they should not get taught math at their true ability level? It gets complicated. Setting the right metric isn't easy, and there are always exceptional cases. When parents hear "central decision" what they comprehend is rigid, no exceptions, test-based, impersonal ... ." And they're ususally right.

If your child is struggling with stamina, when why would you have them go ahead. This makes no sense.

[Anonymous]

Anonymous wrote:There are no schools in the whole county except for Frost that I know of that "offer" Algebra I in 6th in a pretty open way.

Quite a few other middle schools allow it for individual students on a case by case basis. No, TPMS does not offer it. Neither do any of the other magnets. Because of the nature of the magnet they may have a higher concentration of individual students who were allowed acceleration but there are cases of 1 to 2 students everywhere.

My child is one of them but I wouldn't dare say what school because they may be the only one Many parents don't mention it for the very reason you are seeing on this thread which is a lot of hostility and people putting down other kids and questioning why their own child can't get something too.

You need to broaden what you know as it is absolutely happening at other schools. They just aren't schools you'd send your child to. Nor are they the magnet schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My DC, arising sixth grader found out today that her classmate is registered to take Algebra 1 as a rising sixth grader. My DC and the classmate were in the same elementary school math program and class last school year (compacted math). So can my child also take algebra 1 and if so how to talk with the counselor to make the change (she is currently registered for AIM6)?

Yes, your child can if they have the test scores and teacher recommendations to back it up. Just remember though what this means for your child's trajectory. HS requires 4 years of math.. so you better be sure your child will be okay with taking all those classes beyond calculus. Also, Algebra 1 grades and beyond start counting towards the HS GPA so make sure your kid can handle it and get good grades. My kid took Algebra 1 in 7th grade, Geometry in 8th and now she's in Algebra 2 as a 9th grader. Looking back, we think she would've been better off going the regular track. We assumed she was more of a math/science type back then however it's no longer her primary interest.

I could have written this.

DD was three years accelerated in math. She is no longer as interested in a math centric career. What she wants to do is still stem, but not requiring math past calculus. She’s taking AP Calc this year and not at all excited about math beyond that.

We plan for something like statistics senior year.

[Anonymous]

My kid took Algebra in 6th, and I'm not sure I would do it over again. We homeschooled for 5th, but took the MAP tests at our local ES. When enrolling for 6th, I provided the scores and requested placement in AIM. Based on the MAP score alone, the school recommended Alg. 1. But, while my kid managed the material fine, the workload was unexpectedly hard, on top of feeling somewhat singled out in the class (with only one other 6th grader). So I would only recommend it if your kid can really handle the volume and workload. If you have *any* doubts, I'd recommend you stick with AIM.

[Anonymous]

Anonymous wrote:My kid took Algebra in 6th, and I'm not sure I would do it over again. We homeschooled for 5th, but took the MAP tests at our local ES. When enrolling for 6th, I provided the scores and requested placement in AIM. Based on the MAP score alone, the school recommended Alg. 1. But, while my kid managed the material fine, the workload was unexpectedly hard, on top of feeling somewhat singled out in the class (with only one other 6th grader). So I would only recommend it if your kid can really handle the volume and workload. If you have *any* doubts, I'd recommend you stick with AIM.

All I know is my 6th grader, whose MAP-M was higher than the reported average of 8th graders admitted to Blair SMCS, was not eligible for Algebra in 6th. The lack of consistency here is annoying.

[Anonymous]

Anonymous wrote:There are no schools in the whole county except for Frost that I know of that "offer" Algebra I in 6th in a pretty open way.

Quite a few other middle schools allow it for individual students on a case by case basis. No, TPMS does not offer it. Neither do any of the other magnets. Because of the nature of the magnet they may have a higher concentration of individual students who were allowed acceleration but there are cases of 1 to 2 students everywhere.

My child is one of them but I wouldn't dare say what school because they may be the only one Many parents don't mention it for the very reason you are seeing on this thread which is a lot of hostility and people putting down other kids and questioning why their own child can't get something too.

Right - I have known occasional cases in Rockville cluster (Wood MS). This is very rare, but the handful of cases, at least about 3-4 years ago (before it became a thing at Frost), were spread out, including in some DCC schools. I believe it is still the case. There was also this thread a few weeks ago started by a DCC parent about math options after algebra 2 in eighth grade. https://www.dcurbanmom.com/jforum/posts/list/1076564.page

(Also, because it is usually rare, parents of these kids are not going to give out the school name on a public forum like DCUM.)

One correction: TPMS does offer to some students; but only if the student has done AIM (if they are from MCPS, and until a couple of years ago it was almost noone) or they have done something equivalent if they are from outside MCPS. Almost every year they used to get a small handful of kids from out of MCPS - privates, home schooled or from out of the country - that qualify for Algebra in sixth grade.

Anyone who says schools in affluent areas provide this kind of acceleration is spouting nonsense. There are advanced learners in Whitman/WJ/Churchill clusters who are denied this kind of acceleration. This seems to depend more on the specific principal/teacher/etc.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Years ago, right after they implemented 2.0, and MCPS gave schools the message not to accelerate and when they strongly felt a student needed it every single case had to be centrally approved.

Then MCPS seemed to gradually allow more schools to create their own processes.

The pendulum swings back and forth. "Data points" do not always reflect the reality of student performance, and teachers in the local schools are in a place to see that. My child underperforms significantly on the standardized tests, because there is a lack of stamina (for 52 questions). Does that mean they should not get taught math at their true ability level? It gets complicated. Setting the right metric isn't easy, and there are always exceptional cases. When parents hear "central decision" what they comprehend is rigid, no exceptions, test-based, impersonal ... ." And they're ususally right.

If your child is struggling with stamina, when why would you have them go ahead. This makes no sense.

Why doesn't it make sense? If they can solve difficult problems, should they not be given the opportunity because a standardized testing situation is tiring?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Years ago, right after they implemented 2.0, and MCPS gave schools the message not to accelerate and when they strongly felt a student needed it every single case had to be centrally approved.

Then MCPS seemed to gradually allow more schools to create their own processes.

The pendulum swings back and forth. "Data points" do not always reflect the reality of student performance, and teachers in the local schools are in a place to see that. My child underperforms significantly on the standardized tests, because there is a lack of stamina (for 52 questions). Does that mean they should not get taught math at their true ability level? It gets complicated. Setting the right metric isn't easy, and there are always exceptional cases. When parents hear "central decision" what they comprehend is rigid, no exceptions, test-based, impersonal ... ." And they're ususally right.

If your child is struggling with stamina, when why would you have them go ahead. This makes no sense.

Why doesn't it make sense? If they can solve difficult problems, should they not be given the opportunity because a standardized testing situation is tiring?

They need the stamina in class too. Its not just about solving difficult problems.

[Anonymous]

Anonymous wrote:

Anonymous wrote:There are no schools in the whole county except for Frost that I know of that "offer" Algebra I in 6th in a pretty open way.

Quite a few other middle schools allow it for individual students on a case by case basis. No, TPMS does not offer it. Neither do any of the other magnets. Because of the nature of the magnet they may have a higher concentration of individual students who were allowed acceleration but there are cases of 1 to 2 students everywhere.

My child is one of them but I wouldn't dare say what school because they may be the only one Many parents don't mention it for the very reason you are seeing on this thread which is a lot of hostility and people putting down other kids and questioning why their own child can't get something too.

Right - I have known occasional cases in Rockville cluster (Wood MS). This is very rare, but the handful of cases, at least about 3-4 years ago (before it became a thing at Frost), were spread out, including in some DCC schools. I believe it is still the case. There was also this thread a few weeks ago started by a DCC parent about math options after algebra 2 in eighth grade. https://www.dcurbanmom.com/jforum/posts/list/1076564.page

(Also, because it is usually rare, parents of these kids are not going to give out the school name on a public forum like DCUM.)

One correction: TPMS does offer to some students; but only if the student has done AIM (if they are from MCPS, and until a couple of years ago it was almost noone) or they have done something equivalent if they are from outside MCPS. Almost every year they used to get a small handful of kids from out of MCPS - privates, home schooled or from out of the country - that qualify for Algebra in sixth grade.

Anyone who says schools in affluent areas provide this kind of acceleration is spouting nonsense. There are advanced learners in Whitman/WJ/Churchill clusters who are denied this kind of acceleration. This seems to depend more on the specific principal/teacher/etc.

TPMS emphatically does not "offer" the class for 6th graders in the way Frost does with a significant number of kids taking it and jumping past AIM. TPMS has very small number of kids who were already accelerated mostly due to being homeschooled, in private school or abroad, and they are just proceeding along their normal sequence. They just happen to be 6th graders. It's not like any student who goes there can sign up for Alg. 1 in 6th. In fact, it's actively discouraged no matter what the MAP score due to their 6th grade math already being very in depth and different from other MCPS math. I'm sure someone will find the one exception of the extraordinary math student who did skip AIM at TPMS but it did not happen in the three years my child has been there. I did hear that there was a child from a few years ago who might be at Blair now who did that but that child was apparently light years ahead of any of the other children and that cannot be measured by MAP alone.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My kid took Algebra in 6th, and I'm not sure I would do it over again. We homeschooled for 5th, but took the MAP tests at our local ES. When enrolling for 6th, I provided the scores and requested placement in AIM. Based on the MAP score alone, the school recommended Alg. 1. But, while my kid managed the material fine, the workload was unexpectedly hard, on top of feeling somewhat singled out in the class (with only one other 6th grader). So I would only recommend it if your kid can really handle the volume and workload. If you have *any* doubts, I'd recommend you stick with AIM.

All I know is my 6th grader, whose MAP-M was higher than the reported average of 8th graders admitted to Blair SMCS, was not eligible for Algebra in 6th. The lack of consistency here is annoying.

Scores from 5th grade are not comparable to scores from 8th grade - it's a different test. (I agree that the lack of consistency in admissions across schools is awful, however.)