Why the push for accelerated math?

[Anonymous]

Anonymous wrote:This is the stupidest debate I've seen on DCUM in years. Who cares what "accelerated" means? Why does it matter?

Agreed. I do think part of the problem is that there are people on the board who insist that FCPS is not accelerating kids and that FCPS is not providing enough math options. It doesn't seem to matter to those folks what is happening in the rest of the country or even other parts of the State of Virginia, they insist that FCPS is falling behind.

While I have no problem with kids being accelerated or even hyper accelerated, if they can legitimately handle the math without it being overly stressful for the student in question, it is disingenuous to argue that FCPS is not accelerating kids. I do think that there would be fewer kids who are taking Algebra 2 in 8th grade if there was less enrichment outside of school. I know of plenty of kids in Algebra 1 H in 7th grade who have never taken any type of enrichment and they are doing fine. Enrichment is not the only path to advanced math in FCPS. I do think that enrichment can lead to hyper acceleration.

There is pressure from some families that leads to kids taking geometry in the summer or algebra 2 in the summer to get further ahead. I do think most of that type of acceleration is parent driven. I have a kid who asks to do math competitions and math competition classes and the idea of taking geometry in the summer was in no way interesting, he wants to hang out with friends and attend camp and go on vacation. There is pressure on some kids to take the class to boost chances to get into TJ and that leads to peer pressure at some schools because kids hear about classmates taking the class and they feel like they need to take geometry in the summer. I would be surprised to hear of kids taking geometry in the summer if there wasn't a TJ in the area. Maybe some summer math programs through RSM or AOPS or Hopkins but not a full summer class.

The acceleration vs not accelerated debate almost seems to be a debate between those who see how far ahead 10% of the kids are in math vs those who want to normalize taking math classes in the summer.

[Anonymous]

Anonymous wrote:

Anonymous wrote:This is the stupidest debate I've seen on DCUM in years. Who cares what "accelerated" means? Why does it matter?

Agreed. I do think part of the problem is that there are people on the board who insist that FCPS is not accelerating kids and that FCPS is not providing enough math options. It doesn't seem to matter to those folks what is happening in the rest of the country or even other parts of the State of Virginia, they insist that FCPS is falling behind.

While I have no problem with kids being accelerated or even hyper accelerated, if they can legitimately handle the math without it being overly stressful for the student in question, it is disingenuous to argue that FCPS is not accelerating kids. I do think that there would be fewer kids who are taking Algebra 2 in 8th grade if there was less enrichment outside of school. I know of plenty of kids in Algebra 1 H in 7th grade who have never taken any type of enrichment and they are doing fine. Enrichment is not the only path to advanced math in FCPS. I do think that enrichment can lead to hyper acceleration.

There is pressure from some families that leads to kids taking geometry in the summer or algebra 2 in the summer to get further ahead. I do think most of that type of acceleration is parent driven. I have a kid who asks to do math competitions and math competition classes and the idea of taking geometry in the summer was in no way interesting, he wants to hang out with friends and attend camp and go on vacation. There is pressure on some kids to take the class to boost chances to get into TJ and that leads to peer pressure at some schools because kids hear about classmates taking the class and they feel like they need to take geometry in the summer. I would be surprised to hear of kids taking geometry in the summer if there wasn't a TJ in the area. Maybe some summer math programs through RSM or AOPS or Hopkins but not a full summer class.

The acceleration vs not accelerated debate almost seems to be a debate between those who see how far ahead 10% of the kids are in math vs those who want to normalize taking math classes in the summer.

We are FRM and URM, and dont have ton of money for summer programs through AoPS, etc. That's what we chose fcps summer geometry.

[Anonymous]

Anonymous wrote:Top ten FCPS high schools are in top 5% in the nation for a reason. What is normal grade level math here in these schools, is likely considered accelerated elsewhere in another corner of the nation. At these top ten schools, algebra1 or geometry in 8th grade is normal, not accelerated. And FCPS wants to keep it that way.

Taking math classes above grade level (A1 in 8th or earlier) can be quite common in affluent areas. It's still above grade level though - AKA accelerated.

Definition from the National Association for Gifted Children:
https://nagc.org/page/glossary
Acceleration
A strategy of progressing through education at rates faster or ages younger than the norm. This can occur through grade skipping or subject acceleration (e.g., a fifth-grade student taking sixth-grade math).

Definition from a red state:
https://www.fldoe.org/core/fileparse.php/7690/urlt/0070108-gift_accel.pdf
Acceleration refers to the practice of
presenting curriculum content earlier
or at a faster pace.
There are many different ways to
accelerate the curriculum. These op-
tions offer the flexibility needed to help
meet the individual needs of gifted
students:
• acceleration in one or more subject
areas
• grade skipping
• Advanced Placement programs

Definition from FCPS:




Pg 24 https://www.boarddocs.com/vsba/fairfax/Board....port%20v14%20lzh.pdf

[Anonymous]

https://herndonms.fcps.edu/sites/default/file...1617mathsequence.pdf

Pathway #1 is grade level.

“1 = Beginning A1 in 9th grade”

FCPS wants to accelerate as many kids as possible.

[Anonymous]

Anonymous wrote:Top ten FCPS high schools are in top 5% in the nation for a reason. What is normal grade level math here in these schools, is likely considered accelerated elsewhere in another corner of the nation. At these top ten schools, algebra1 or geometry in 8th grade is normal, not accelerated. And FCPS wants to keep it that way.

+1

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Fairfax County Public Schools has made available to all students the opportunity to take Algebra 1 in the 8th
grade"

In practice, Agebra 1 in 7th, but officially it is Algebra1 in 8th.

https://herndonms.fcps.edu/sites/default/file...1617mathsequence.pdf

Pathway #1 is grade level.

“1 = Beginning A1 in 9th grade”

They want to accelerate as many kids as possible.

Who is they?

Fcps. So what if school system is saying Algebra 1 in 8th grade is the norm? It's still accelerate if not all students can do it.

Algebra in 9th is the norm... Even if not all students can do it

Agreed. Algebra 2 in 9th grade is the norm.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Fairfax County Public Schools has made available to all students the opportunity to take Algebra 1 in the 8th
grade"

In practice, Agebra 1 in 7th, but officially it is Algebra1 in 8th.

https://herndonms.fcps.edu/sites/default/file...1617mathsequence.pdf

Pathway #1 is grade level.

“1 = Beginning A1 in 9th grade”

They want to accelerate as many kids as possible.

Who is they?

Fcps. So what if school system is saying Algebra 1 in 8th grade is the norm? It's still accelerate if not all students can do it.

Algebra in 9th is the norm... Even if not all students can do it

Agreed. Algebra 2 in 9th grade is the norm.

Many kids in FCPS are two grade levels ahead in math (A2 in 9th), but it’s not “the norm”.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"Fairfax County Public Schools has made available to all students the opportunity to take Algebra 1 in the 8th
grade"

In practice, Agebra 1 in 7th, but officially it is Algebra1 in 8th.

https://herndonms.fcps.edu/sites/default/file...1617mathsequence.pdf

Pathway #1 is grade level.

“1 = Beginning A1 in 9th grade”

They want to accelerate as many kids as possible.

Who is they?

Fcps. So what if school system is saying Algebra 1 in 8th grade is the norm? It's still accelerate if not all students can do it.

Algebra in 9th is the norm... Even if not all students can do it

Agreed. Algebra 2 in 9th grade is the norm.

[Anonymous]

It's funny to me that this thread has devolved into a discussion between people who think kids must be accelerated and people who think kids should not be, or minimally.

Where's the middle ground of "kids can be accelerated?"

[Anonymous]

Anonymous wrote:It's funny to me that this thread has devolved into a discussion between people who think kids must be accelerated and people who think kids should not be, or minimally.

Where's the middle ground of "kids can be accelerated?"

Nobody has said that kids shouldn't be accelerated. ??

[Anonymous]

Anonymous wrote:

Anonymous wrote:Top ten FCPS high schools are in top 5% in the nation for a reason. What is normal grade level math here in these schools, is likely considered accelerated elsewhere in another corner of the nation. At these top ten schools, algebra1 or geometry in 8th grade is normal, not accelerated. And FCPS wants to keep it that way.

Taking math classes above grade level (A1 in 8th or earlier) can be quite common in affluent areas. It's still above grade level though - AKA accelerated.

Definition from the National Association for Gifted Children:
https://nagc.org/page/glossary
Acceleration
A strategy of progressing through education at rates faster or ages younger than the norm. This can occur through grade skipping or subject acceleration (e.g., a fifth-grade student taking sixth-grade math).

Definition from a red state:
https://www.fldoe.org/core/fileparse.php/7690/urlt/0070108-gift_accel.pdf
Acceleration refers to the practice of
presenting curriculum content earlier
or at a faster pace.
There are many different ways to
accelerate the curriculum. These op-
tions offer the flexibility needed to help
meet the individual needs of gifted
students:
• acceleration in one or more subject
areas
• grade skipping
• Advanced Placement programs

Definition from FCPS:




Pg 24 https://www.boarddocs.com/vsba/fairfax/Board....port%20v14%20lzh.pdf

Yes, the acceleration that is mostly limited to the affluent schools is a way to improve your odds for programs like TJ.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I feel like I'm taking crazy pills and I'm not sure if I'm just caught up in the Northern Virginia mindset.

Our child scored well on both the Iowa and the SOL and their teacher recommends they take out for one next year in seventh grade. I'm sitting here wondering why?

I completely understand why it's beneficial for some maybe even the majority of kids to take calculus in their senior year. But how many kids are really going to benefit from taking 2 years of calculus?

So I guess my question is what's the point? Aside for taking an extra year of college math in high school, why do it?

So far I come up with it. Might look better on college applications, make college classes either easier or something you can get credit for while in HS.

I have this underlying fear that they are going to push anyone who scores well into algebra 1, so there are less kids in 7th grade honors. That allows for smaller classes and helps with the goal of Algebra for all by grade 8

Yes, it’s the race to no where. Many students take Calculus 1 at universities—it’s still taught there.

But low-income families save money on college tuition by taking Calculus I and II in high school. It appears you have a problem with low-income families taking advantage of free public school resources?

Low income families aren’t going to pay for college anyway. The high achieving low income students (and not DC low income of only 200k) are getting a free ride at most colleges, but especially the competitive ones.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I feel like I'm taking crazy pills and I'm not sure if I'm just caught up in the Northern Virginia mindset.

Our child scored well on both the Iowa and the SOL and their teacher recommends they take out for one next year in seventh grade. I'm sitting here wondering why?

I completely understand why it's beneficial for some maybe even the majority of kids to take calculus in their senior year. But how many kids are really going to benefit from taking 2 years of calculus?

So I guess my question is what's the point? Aside for taking an extra year of college math in high school, why do it?

So far I come up with it. Might look better on college applications, make college classes either easier or something you can get credit for while in HS.

I have this underlying fear that they are going to push anyone who scores well into algebra 1, so there are less kids in 7th grade honors. That allows for smaller classes and helps with the goal of Algebra for all by grade 8

Yes, it’s the race to no where. Many students take Calculus 1 at universities—it’s still taught there.

But low-income families save money on college tuition by taking Calculus I and II in high school. It appears you have a problem with low-income families taking advantage of free public school resources?

Low income families aren’t going to pay for college anyway. The high achieving low income students (and not DC low income of only 200k) are getting a free ride at most colleges, but especially the competitive ones.

Exactly. Middle-income families save ton of money on college tuition by taking Calculus I and II in high school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I feel like I'm taking crazy pills and I'm not sure if I'm just caught up in the Northern Virginia mindset.

Our child scored well on both the Iowa and the SOL and their teacher recommends they take out for one next year in seventh grade. I'm sitting here wondering why?

I completely understand why it's beneficial for some maybe even the majority of kids to take calculus in their senior year. But how many kids are really going to benefit from taking 2 years of calculus?

So I guess my question is what's the point? Aside for taking an extra year of college math in high school, why do it?

So far I come up with it. Might look better on college applications, make college classes either easier or something you can get credit for while in HS.

I have this underlying fear that they are going to push anyone who scores well into algebra 1, so there are less kids in 7th grade honors. That allows for smaller classes and helps with the goal of Algebra for all by grade 8

Yes, it’s the race to no where. Many students take Calculus 1 at universities—it’s still taught there.

But low-income families save money on college tuition by taking Calculus I and II in high school. It appears you have a problem with low-income families taking advantage of free public school resources?

Low income families aren’t going to pay for college anyway. The high achieving low income students (and not DC low income of only 200k) are getting a free ride at most colleges, but especially the competitive ones.

Exactly. Middle-income families save ton of money on college tuition by taking Calculus I and II in high school.

How much are they saving? Be specific.

[Anonymous]

All of this is caused by the insanity that is college admissions. Parents are afraid that if their kid isn't on the highest math track, their kid will have a much harder time with college admissions. So, this leads to parents pushing their kids into Algebra when the kids aren't ready. It also leads to parents wanting to restrict other kids from accelerating to make their kids look better in comparison.

If parents felt confident that high stats kids in 12th grade calculus would still have a good shot at UVA, VT, or W&M, there would be much less incentive to push their kids into a math track that isn't appropriate for the kid.