Freshman Math Placement

[Anonymous]

Anonymous wrote:

Anonymous wrote:I think it’s OK to reach out to the math chair (or the person who does the placement) and ask about the placement and the rationale behind it, but just be polite and not demanding or entitled. Ultimately, you may disagree with their rationale (or maybe you find that your kid didn’t do as well as he thought on the test), but you’re going to be there for four years so don’t establish yourself as a difficult family, especially if there’s an opportunity to take Geometry in the summer.

I would consider "difficult family" argument in a public school. In a private school, if my kid wants Geometry, they get Geometry. If it ends up being to hard... ...good lesson for the kid on judging their abilities.

I would listen to school's arguments against, but they better be VERY convincing.

What a terrible attitude. We’re paying for their expertise, not for them to roll over and give you whatever you ask for.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think it’s OK to reach out to the math chair (or the person who does the placement) and ask about the placement and the rationale behind it, but just be polite and not demanding or entitled. Ultimately, you may disagree with their rationale (or maybe you find that your kid didn’t do as well as he thought on the test), but you’re going to be there for four years so don’t establish yourself as a difficult family, especially if there’s an opportunity to take Geometry in the summer.

I would consider "difficult family" argument in a public school. In a private school, if my kid wants Geometry, they get Geometry. If it ends up being to hard... ...good lesson for the kid on judging their abilities.

I would listen to school's arguments against, but they better be VERY convincing.

What a terrible attitude. We’re paying for their expertise, not for them to roll over and give you whatever you ask for.

Catholic or independent and how much are you donating? Catholic and not a lot, I agree. 50k plus generous annual contributions should get you customer service

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think it’s OK to reach out to the math chair (or the person who does the placement) and ask about the placement and the rationale behind it, but just be polite and not demanding or entitled. Ultimately, you may disagree with their rationale (or maybe you find that your kid didn’t do as well as he thought on the test), but you’re going to be there for four years so don’t establish yourself as a difficult family, especially if there’s an opportunity to take Geometry in the summer.

I would consider "difficult family" argument in a public school. In a private school, if my kid wants Geometry, they get Geometry. If it ends up being to hard... ...good lesson for the kid on judging their abilities.

I would listen to school's arguments against, but they better be VERY convincing.

What a terrible attitude. We’re paying for their expertise, not for them to roll over and give you whatever you ask for.

Again - this mindset will not serve you well. There is a far more sophisticated and nuanced middle ground that exists between your extremes. Not everything you "ask for" is necessarily appropriate or manageable for them to do. You do not earn the privilege to get everything you ask for by paying tuition. It's up to you to do due diligence (as OP seems to be doing) to determine whether the school is a good match for your child. You can't enter and then expect the school to cater to your family. It just doesn't work that way.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Kid is taking Algebra I in 8th, doing well, and claims he aced the placement test at his new HS, but the HS is not willing to let him into Geometry and is putting him in Algebra I Honors. They apparently have a program whereby Geometry can be taken over the summer after Freshman year, but offer no details on how long this will take or how much it will cost (and we are already stretched paying for regular tuition). We love many things about the school, but all bets will be off if our kid gets bored doing what essentially could be a repeat of Algebra his first year there and which in turn puts him a disadvantage with his peers when applying for college. Any advice on how to handle this with the school would be appreciated.

Do you mind sharing the school?

Guessing St John's?

Not SJC, but another DC school that has a few things in common.

[Anonymous]

Unless you are a super VIP with tons of donations on the line - do NOT expect any response to customer service.

And honestly, it's super icky for anyone to treat schools from a customer service perspective.

Anyone I have seen with this approach has been grossly unhappy.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Algebra is the most importance math your child will ever take.

Your child did not ace it.

Kids this age often aren't the best judge of their own work after the fact (both over and underestimating). Here's what I'd do:

Reach out to the department chair and ask for feedback on the placement test. If he was on the edge, ask if he can start in Geometry and switch to Algebra I if it doesn't go well. If he did poorly on placement, ask if you can reevaluate based on how he does in the early weeks of Algebra I. Believe me, they also want to get placement right for everyone!

+1. It is much more likely that your DS did not do as well on the test as he thinks than that the school is keeping him out of Geometry due to a “resources issue.” Schools also have an interest in placing students correctly. I would reach out to the department chair as PP suggests to see if he was close to being eligible and possibly could try Geometry next year. If not, he probably should be in Algebra I.

[Anonymous]

How did he do on his hspt/isee test?
How were his teacher recs?
Just an A in 8th grade math isn’t dispositive, but if he was border line on placement test and high 90s percentile on admission test with a glowing math rec, that’s a really different situation that a borderline placement test with borderline shot and generic recs

[Anonymous]

Anonymous wrote:

Anonymous wrote:I think it’s OK to reach out to the math chair (or the person who does the placement) and ask about the placement and the rationale behind it, but just be polite and not demanding or entitled. Ultimately, you may disagree with their rationale (or maybe you find that your kid didn’t do as well as he thought on the test), but you’re going to be there for four years so don’t establish yourself as a difficult family, especially if there’s an opportunity to take Geometry in the summer.

I would consider "difficult family" argument in a public school. In a private school, if my kid wants Geometry, they get Geometry. If it ends up being to hard... ...good lesson for the kid on judging their abilities.

I would listen to school's arguments against, but they better be VERY convincing.

Classic. I guarantee when your child inevitably has a C in Geometry you will be banging down the door whining and emailing the teacher demanding grade inflation.

[Anonymous]

I used to work at a "Big 3" in DC a math teacher. The placement was done on performance, not "to suit the schools needs" for certain sections of classes. I would email the department head if the academic year is still in session or the AD if it is not and ask to see the placement test. He did not "make the math cut-off" for geometry if the school is grading as my old school did, and it is not hard to make the cut-off. There is likely a large gap in his actual algebra skills and the expectation of where they should be at his new school.

Our school permitted students in this situation to do Geometry over the summer between 9th and 10th, just as your school suggested. If you are dead set on Geometry next year, you could possibly suggest taking Algebra I over the summer. I know Sidwell used to run a summer school, not sure if that is still true. There are also a remote online schools many DC private accept, maybe you could get the school to agree to his placement in Geometry if he gets a solid grade in this course:

https://www.oneschoolhouse.org/summer-algebrai.html

[Anonymous]

Former big 3 teacher here -- in terms of algebra skills, sit your kid down cold and ask him to solve these seven problems as they are what would be expected for a typical student entering a private DC school wanting to bypass Algebra 1:

1) graph the lines y = (-3/2)(x) + 4 and 3x - 4y = 12

2) write the equation of a line that passes through the points (-4, 1) and (2,4)

3) write an equation of a line perpendicular to the line in #2 that has a y-intercept of 6

4) factor 6x^2 - 11x + 10

5) identify the vertex and x-intercepts of the parabola y = x^2 +6x - 7

6) solve for x: 2|x + 4| - 2 < 10

7) simplify: 3[ (2/3) + (1/4)] + 3/5 - 4

[Anonymous]

Anonymous wrote:Former big 3 teacher here -- in terms of algebra skills, sit your kid down cold and ask him to solve these seven problems as they are what would be expected for a typical student entering a private DC school wanting to bypass Algebra 1:

1) graph the lines y = (-3/2)(x) + 4 and 3x - 4y = 12

2) write the equation of a line that passes through the points (-4, 1) and (2,4)

3) write an equation of a line perpendicular to the line in #2 that has a y-intercept of 6

4) factor 6x^2 - 11x + 10

5) identify the vertex and x-intercepts of the parabola y = x^2 +6x - 7

6) solve for x: 2|x + 4| - 2 < 10

7) simplify: 3[ (2/3) + (1/4)] + 3/5 - 4

Add one more to that - solving a system of equations

2x - 3y = 4
5x + 6y = 37

[Anonymous]

Love math teacher problems!!

[Anonymous]

But they have to be Big 3 math teacher problems!

[Anonymous]

This happened to my son at Gonzaga and I spoke to the school. They told me they look closely at the placement test results and the HSPT math score. The placement ended up correct.

[Anonymous]

I would go with your gut OP and talk to the school to see what your options are. A single assessment does not give the full picture of any student and it's worth raising the question. The assessments measure learned knowledge- not actual ability.

IME with a Big 3 they are not always right. Our older child got placed in a higher track and our younger child got placed in a lower track upon entry.

The younger child ended up being a star math student and got moved up after wasting a few months in the lower track. This child also ended up placing statewide in math contests. The assessment only measured whatever they had learned at their school so if the curriculum is weaker or more superficial at your previous school the assessment will reflect that.

They really should look at the assessment more holistically in combination with cognitive testing if available, previous teacher recs and student motivation.