Can a sixth grader take algebra 1?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

Those are pretty low numbers. If those are the CES 4th grade scores, that's pretty surprising. Most of our kids doing it are scoring 250+ to start Algebra and skip AIM. There really isn't a huge reason to start Algebra in 6th vs. 7th and it seems a lot of drama over nothing. We just started 6th as the school offered it and child hated the current slow math. If I had to do it again I might not have done it even though child continues to do very well and gets the math.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

Don't feed the trolls

[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:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

Those are pretty low numbers. If those are the CES 4th grade scores, that's pretty surprising. Most of our kids doing it are scoring 250+ to start Algebra and skip AIM. There really isn't a huge reason to start Algebra in 6th vs. 7th and it seems a lot of drama over nothing. We just started 6th as the school offered it and child hated the current slow math. If I had to do it again I might not have done it even though child continues to do very well and gets the math.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

The only schools this is available at are wealthy W feeders in Potomac. Nobody has identified schools other places aside from magnets, which allow students who already took AIM at their rich W feeder to continue the progression while others, even ones with higher test scores, are forced into taking AIM. It just seems wrong, and I know some have claimed there are a few other schools that do this, but they can't name the school, which isn't credible.

E don’t need to identify where our kids go to school. We

Don't feed the trolls

[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:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

Those are pretty low numbers. If those are the CES 4th grade scores, that's pretty surprising. Most of our kids doing it are scoring 250+ to start Algebra and skip AIM. There really isn't a huge reason to start Algebra in 6th vs. 7th and it seems a lot of drama over nothing. We just started 6th as the school offered it and child hated the current slow math. If I had to do it again I might not have done it even though child continues to do very well and gets the math.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

The only schools this is available at are wealthy W feeders in Potomac. Nobody has identified schools other places aside from magnets, which allow students who already took AIM at their rich W feeder to continue the progression while others, even ones with higher test scores, are forced into taking AIM. It just seems wrong, and I know some have claimed there are a few other schools that do this, but they can't name the school, which isn't credible.

E don’t need to identify where our kids go to school. We

Don't feed the trolls

Yes, stop spreading fiction. If there really were schools other than Frost and Cold Spring that made Algebra in 6th readily available, it wouldn't be a state secret.

[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:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

Those are pretty low numbers. If those are the CES 4th grade scores, that's pretty surprising. Most of our kids doing it are scoring 250+ to start Algebra and skip AIM. There really isn't a huge reason to start Algebra in 6th vs. 7th and it seems a lot of drama over nothing. We just started 6th as the school offered it and child hated the current slow math. If I had to do it again I might not have done it even though child continues to do very well and gets the math.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

The only schools this is available at are wealthy W feeders in Potomac. Nobody has identified schools other places aside from magnets, which allow students who already took AIM at their rich W feeder to continue the progression while others, even ones with higher test scores, are forced into taking AIM. It just seems wrong, and I know some have claimed there are a few other schools that do this, but they can't name the school, which isn't credible.

E don’t need to identify where our kids go to school. We

Don't feed the trolls

Yes, stop spreading fiction. If there really were schools other than Frost and Cold Spring that made Algebra in 6th readily available, it wouldn't be a state secret.

People want their privacy. But, hey you are right. No other school does it, but yet, some of our kids who are not at TPMS and Frost and Cold Spring are doing it. Either way, they aren't schools you'd send your kids to.

[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:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

Those are pretty low numbers. If those are the CES 4th grade scores, that's pretty surprising. Most of our kids doing it are scoring 250+ to start Algebra and skip AIM. There really isn't a huge reason to start Algebra in 6th vs. 7th and it seems a lot of drama over nothing. We just started 6th as the school offered it and child hated the current slow math. If I had to do it again I might not have done it even though child continues to do very well and gets the math.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

The only schools this is available at are wealthy W feeders in Potomac. Nobody has identified schools other places aside from magnets, which allow students who already took AIM at their rich W feeder to continue the progression while others, even ones with higher test scores, are forced into taking AIM. It just seems wrong, and I know some have claimed there are a few other schools that do this, but they can't name the school, which isn't credible.

E don’t need to identify where our kids go to school. We

Don't feed the trolls

Yes, stop spreading fiction. If there really were schools other than Frost and Cold Spring that made Algebra in 6th readily available, it wouldn't be a state secret.

Yes, there's no reason to keep this a secret. Saying it's not just the rich schools because we do this at our school but I can't tell you which one seems fishy to me too.

[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:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

Those are pretty low numbers. If those are the CES 4th grade scores, that's pretty surprising. Most of our kids doing it are scoring 250+ to start Algebra and skip AIM. There really isn't a huge reason to start Algebra in 6th vs. 7th and it seems a lot of drama over nothing. We just started 6th as the school offered it and child hated the current slow math. If I had to do it again I might not have done it even though child continues to do very well and gets the math.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

The only schools this is available at are wealthy W feeders in Potomac. Nobody has identified schools other places aside from magnets, which allow students who already took AIM at their rich W feeder to continue the progression while others, even ones with higher test scores, are forced into taking AIM. It just seems wrong, and I know some have claimed there are a few other schools that do this, but they can't name the school, which isn't credible.

E don’t need to identify where our kids go to school. We

Don't feed the trolls

Yes, stop spreading fiction. If there really were schools other than Frost and Cold Spring that made Algebra in 6th readily available, it wouldn't be a state secret.

Yes, there's no reason to keep this a secret. Saying it's not just the rich schools because we do this at our school but I can't tell you which one seems fishy to me too.

We have said it’s at some down county schools. Why does it matter? Are you going to move from Potomac to silver spring just for algebra?

[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:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

Those are pretty low numbers. If those are the CES 4th grade scores, that's pretty surprising. Most of our kids doing it are scoring 250+ to start Algebra and skip AIM. There really isn't a huge reason to start Algebra in 6th vs. 7th and it seems a lot of drama over nothing. We just started 6th as the school offered it and child hated the current slow math. If I had to do it again I might not have done it even though child continues to do very well and gets the math.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

The only schools this is available at are wealthy W feeders in Potomac. Nobody has identified schools other places aside from magnets, which allow students who already took AIM at their rich W feeder to continue the progression while others, even ones with higher test scores, are forced into taking AIM. It just seems wrong, and I know some have claimed there are a few other schools that do this, but they can't name the school, which isn't credible.

E don’t need to identify where our kids go to school. We

Don't feed the trolls

Yes, stop spreading fiction. If there really were schools other than Frost and Cold Spring that made Algebra in 6th readily available, it wouldn't be a state secret.

Yes, there's no reason to keep this a secret. Saying it's not just the rich schools because we do this at our school but I can't tell you which one seems fishy to me too.

Yes it's secret school that I can't mention because if I posted a name others could call me on it so I can't say it mostly because it's made up but shhh don't tell

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

Those are pretty low numbers. If those are the CES 4th grade scores, that's pretty surprising. Most of our kids doing it are scoring 250+ to start Algebra and skip AIM. There really isn't a huge reason to start Algebra in 6th vs. 7th and it seems a lot of drama over nothing. We just started 6th as the school offered it and child hated the current slow math. If I had to do it again I might not have done it even though child continues to do very well and gets the math.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

The only schools this is available at are wealthy W feeders in Potomac. Nobody has identified schools other places aside from magnets, which allow students who already took AIM at their rich W feeder to continue the progression while others, even ones with higher test scores, are forced into taking AIM. It just seems wrong, and I know some have claimed there are a few other schools that do this, but they can't name the school, which isn't credible.

E don’t need to identify where our kids go to school. We

Don't feed the trolls

Yes, stop spreading fiction. If there really were schools other than Frost and Cold Spring that made Algebra in 6th readily available, it wouldn't be a state secret.

Yes, there's no reason to keep this a secret. Saying it's not just the rich schools because we do this at our school but I can't tell you which one seems fishy to me too.

Yes it's secret school that I can't mention because if I posted a name others could call me on it so I can't say it mostly because it's made up but shhh don't tell

Sounds like you are jealous our kids are smarter than yours.

[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:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

Those are pretty low numbers. If those are the CES 4th grade scores, that's pretty surprising. Most of our kids doing it are scoring 250+ to start Algebra and skip AIM. There really isn't a huge reason to start Algebra in 6th vs. 7th and it seems a lot of drama over nothing. We just started 6th as the school offered it and child hated the current slow math. If I had to do it again I might not have done it even though child continues to do very well and gets the math.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

The only schools this is available at are wealthy W feeders in Potomac. Nobody has identified schools other places aside from magnets, which allow students who already took AIM at their rich W feeder to continue the progression while others, even ones with higher test scores, are forced into taking AIM. It just seems wrong, and I know some have claimed there are a few other schools that do this, but they can't name the school, which isn't credible.

E don’t need to identify where our kids go to school. We

Don't feed the trolls

Yes, stop spreading fiction. If there really were schools other than Frost and Cold Spring that made Algebra in 6th readily available, it wouldn't be a state secret.

There’s readily available and then there’s available under certain circumstances. Eastern offered it to a few 6th graders as recently as before the pandemic.

[Anonymous]

We were told that by AEI that almost every middle school has a few kids in this circumstance. It's not generally allowed but exceptions do happen.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

The schools offering it are doing it because many smart kids are not offered spots in TPMS, like mine. AIM is basically pre-algebra. Comparing what happens in TPMS to a regular school/6th grade algebra really isn't even comparable. TPMS has a curriculum for acceleration so it makes sense for them not to offer it. Its something parents should consider when deciding to accept the spot or not. No schools offer 6th grade Algebra. The students are put in 7th/8th grade Algebra (though they try to keep them with mostly 7th graders) and then they move on to Geometry and are put with 8th graders. Some MS, if they have enough students and a teacher qualified, offer Algebra 2 and other kids have to go to the high school.

Many of the kids I know doing it (not TPMS) are generally smart kids and/or the parents supplemented at home themselves (what we did), had tutors or did something like Kumon. We worked ahead in ES because the curriculum didn't cover what we thought it should and was lacking in basics such as teaching kids the math facts and traditional ways. Ours hated all the strategy work so we taught them old school math, which is probably why the MAP scores were higher. To get the higher MAP scores, it isn't strictly IQ, but also working ahead either with workbooks or tutor/tutoring programs (or just a really smart kid).

I find it interesting that my child tested higher in MAP than the kids offered the TPMS spots and my child wasn't offered a spot (before the new lottery).

However, there is not a huge advantage to skipping AIM and doing Algebra in 6th vs. 7th. But, there should be consistency and it offered in all the schools but the issue really comes in when it comes to what happens with Algebra 2 and can the MS offer it vs. students going to the HS.

Can 100% confirm TPMS offers it. Got a call this week asking if they could test our kid for Algebra since it was already clear after evals (no idea if it was MAP or otherwise) signaled that AIM would not be a good fit. It wasn’t something we asked for and it isn’t a slam dunk (they’re testing the kid next week) but this is non-magnet TPMS.

[Anonymous]

Anonymous wrote:We were told that by AEI that almost every middle school has a few kids in this circumstance. It's not generally allowed but exceptions do happen.

When I spoke to AEI about this last Spring, they said it wasn't an option for our child who scores 20-30 points above the 99% because it wasn't offered at our schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

The schools offering it are doing it because many smart kids are not offered spots in TPMS, like mine. AIM is basically pre-algebra. Comparing what happens in TPMS to a regular school/6th grade algebra really isn't even comparable. TPMS has a curriculum for acceleration so it makes sense for them not to offer it. Its something parents should consider when deciding to accept the spot or not. No schools offer 6th grade Algebra. The students are put in 7th/8th grade Algebra (though they try to keep them with mostly 7th graders) and then they move on to Geometry and are put with 8th graders. Some MS, if they have enough students and a teacher qualified, offer Algebra 2 and other kids have to go to the high school.

Many of the kids I know doing it (not TPMS) are generally smart kids and/or the parents supplemented at home themselves (what we did), had tutors or did something like Kumon. We worked ahead in ES because the curriculum didn't cover what we thought it should and was lacking in basics such as teaching kids the math facts and traditional ways. Ours hated all the strategy work so we taught them old school math, which is probably why the MAP scores were higher. To get the higher MAP scores, it isn't strictly IQ, but also working ahead either with workbooks or tutor/tutoring programs (or just a really smart kid).

I find it interesting that my child tested higher in MAP than the kids offered the TPMS spots and my child wasn't offered a spot (before the new lottery).

However, there is not a huge advantage to skipping AIM and doing Algebra in 6th vs. 7th. But, there should be consistency and it offered in all the schools but the issue really comes in when it comes to what happens with Algebra 2 and can the MS offer it vs. students going to the HS.

Can 100% confirm TPMS offers it. Got a call this week asking if they could test our kid for Algebra since it was already clear after evals (no idea if it was MAP or otherwise) signaled that AIM would not be a good fit. It wasn’t something we asked for and it isn’t a slam dunk (they’re testing the kid next week) but this is non-magnet TPMS.

I can 100% confirm that TPMS does not offer this. The only children who take this at TPMS are ones who came from a wealthy Potomac school that gives students AIM in 5th. At TPMS you have to take AIM before Algebra and only Coldspring offers AIM in 5th.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

Those are pretty low numbers. If those are the CES 4th grade scores, that's pretty surprising. Most of our kids doing it are scoring 250+ to start Algebra and skip AIM. There really isn't a huge reason to start Algebra in 6th vs. 7th and it seems a lot of drama over nothing. We just started 6th as the school offered it and child hated the current slow math. If I had to do it again I might not have done it even though child continues to do very well and gets the math.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

The only schools this is available at are wealthy W feeders in Potomac. Nobody has identified schools other places aside from magnets, which allow students who already took AIM at their rich W feeder to continue the progression while others, even ones with higher test scores, are forced into taking AIM. It just seems wrong, and I know some have claimed there are a few other schools that do this, but they can't name the school, which isn't credible.

E don’t need to identify where our kids go to school. We

Don't feed the trolls

Yes, stop spreading fiction. If there really were schools other than Frost and Cold Spring that made Algebra in 6th readily available, it wouldn't be a state secret.

Yes, there's no reason to keep this a secret. Saying it's not just the rich schools because we do this at our school but I can't tell you which one seems fishy to me too.

Yes it's secret school that I can't mention because if I posted a name others could call me on it so I can't say it mostly because it's made up but shhh don't tell

HAHAHAH this school only exists in their imagination...

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

The schools offering it are doing it because many smart kids are not offered spots in TPMS, like mine. AIM is basically pre-algebra. Comparing what happens in TPMS to a regular school/6th grade algebra really isn't even comparable. TPMS has a curriculum for acceleration so it makes sense for them not to offer it. Its something parents should consider when deciding to accept the spot or not. No schools offer 6th grade Algebra. The students are put in 7th/8th grade Algebra (though they try to keep them with mostly 7th graders) and then they move on to Geometry and are put with 8th graders. Some MS, if they have enough students and a teacher qualified, offer Algebra 2 and other kids have to go to the high school.

Many of the kids I know doing it (not TPMS) are generally smart kids and/or the parents supplemented at home themselves (what we did), had tutors or did something like Kumon. We worked ahead in ES because the curriculum didn't cover what we thought it should and was lacking in basics such as teaching kids the math facts and traditional ways. Ours hated all the strategy work so we taught them old school math, which is probably why the MAP scores were higher. To get the higher MAP scores, it isn't strictly IQ, but also working ahead either with workbooks or tutor/tutoring programs (or just a really smart kid).

I find it interesting that my child tested higher in MAP than the kids offered the TPMS spots and my child wasn't offered a spot (before the new lottery).

However, there is not a huge advantage to skipping AIM and doing Algebra in 6th vs. 7th. But, there should be consistency and it offered in all the schools but the issue really comes in when it comes to what happens with Algebra 2 and can the MS offer it vs. students going to the HS.

Can 100% confirm TPMS offers it. Got a call this week asking if they could test our kid for Algebra since it was already clear after evals (no idea if it was MAP or otherwise) signaled that AIM would not be a good fit. It wasn’t something we asked for and it isn’t a slam dunk (they’re testing the kid next week) but this is non-magnet TPMS.

I can 100% confirm that TPMS does not offer this. The only children who take this at TPMS are ones who came from a wealthy Potomac school that gives students AIM in 5th. At TPMS you have to take AIM before Algebra and only Coldspring offers AIM in 5th.

Um…hi from a condo in Silver Spring?