Is FCPS ending advance math for students who are not in AAP?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is a drama llama.

I work in a E3 school. The kids who need it will get advanced math in 5th and take the 6th grade SOL like normal.

If anything, according to our Math Coach, we are on track for MORE kids to take advanced math based on last year's SOL performance and i-ready performance.

I teach 5th grade (and also teach advanced math).

Except they will miss it in 3rd and 4th and then will have more ground to make up in 5th and 6th.

IT DOESN'T MATTER. My kid was not advanced tracked. Looped in with all the degenerate geneds, according to you all on here. And she's had A's in all honors math classes and is handling AP math well, too. Lots of those AAP and advanced math kids are not doing as well as she is.

I'm sure lots of them aren't, but that doesn't mean that lots of them aren't doing great. Not every school is full of great students taking gen ed classes. In lots of schools, gen ed means behind grade level

Exactly. All of the dumbos are in general ed. Which is why all the smart parents get their kids into AAP.

Any smart kid learns math on their own without the school class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is OP. What’s E3

https://www.fcps.edu/node/44416
"Partner with the Advanced Academic Office expand the E3 Network from 10 to 20 schools. Improve intensity of support for network schools as they implement Engaging, Enhanced, and Extended Mathematics or E3. The purpose of E3 is to broaden the access for third and fourth graders to a more rigorous curriculum in elementary mathematics by raising the rigor for all students through an enhanced program of studies that layers more opportunities for depth and complexity through flexible delivery of Advanced Academic extensions."

E3 schools use heterogenous math classes for grades 3 & 4 that combine regular and advanced math students; instead of having a separate advanced math class, teachers are expected to provide differentiation/extensions to advanced students within a mixed ability class. The extensions go deeper into grade-level content as opposed to the accelerated content usually taught in advanced math classes.

Twenty elementary schools used E3 last year. Unclear how many are using it this year.

Is there a list of schools anywhere?

Previously, these schools were mentioned here as having E3: Bailey's Upper, Herndon, Lake Anne, Lane, Lynbrook, Rolling Valley, Union Mill, and Virginia Run. FCPS has not publicly listed the 20 schools that used E3 in 2022-23; unclear if additional schools were added for 2023-24 or not.

This is the first year that kids who have done E3 will take the SOL in 5th grade. It will be interesting to look at SOL data this summer for the above schools to see 1) the breakdown of 5th graders taking the Math 5 vs Math 6 SOL in 2023-24 relative to prior years and 2) compare 5th grade SOL scores relative to prior years. FCPS should publicly identify all the elementary schools that are using E3 so people can see what impact (if any) there has been on SOL scores and course selection. By not publicly identifying the E3 schools, FCPS is preempting a transparent assessment of E3's results.

If everything is working properly, we should see Math 6 SOL scores drop, both participants and scores, and Math 5 SOL scores rise.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is OP. What’s E3

https://www.fcps.edu/node/44416
"Partner with the Advanced Academic Office expand the E3 Network from 10 to 20 schools. Improve intensity of support for network schools as they implement Engaging, Enhanced, and Extended Mathematics or E3. The purpose of E3 is to broaden the access for third and fourth graders to a more rigorous curriculum in elementary mathematics by raising the rigor for all students through an enhanced program of studies that layers more opportunities for depth and complexity through flexible delivery of Advanced Academic extensions."

E3 schools use heterogenous math classes for grades 3 & 4 that combine regular and advanced math students; instead of having a separate advanced math class, teachers are expected to provide differentiation/extensions to advanced students within a mixed ability class. The extensions go deeper into grade-level content as opposed to the accelerated content usually taught in advanced math classes.

Twenty elementary schools used E3 last year. Unclear how many are using it this year.

Is there a list of schools anywhere?

Previously, these schools were mentioned here as having E3: Bailey's Upper, Herndon, Lake Anne, Lane, Lynbrook, Rolling Valley, Union Mill, and Virginia Run. FCPS has not publicly listed the 20 schools that used E3 in 2022-23; unclear if additional schools were added for 2023-24 or not.

This is the first year that kids who have done E3 will take the SOL in 5th grade. It will be interesting to look at SOL data this summer for the above schools to see 1) the breakdown of 5th graders taking the Math 5 vs Math 6 SOL in 2023-24 relative to prior years and 2) compare 5th grade SOL scores relative to prior years. FCPS should publicly identify all the elementary schools that are using E3 so people can see what impact (if any) there has been on SOL scores and course selection. By not publicly identifying the E3 schools, FCPS is preempting a transparent assessment of E3's results.

If everything is working properly, we should see Math 6 SOL scores drop, both participants and scores, and Math 5 SOL scores rise.

Working properly from whose perspective? If I'm reading your post correctly, you expect fewer 5th graders/participants will take the Math 6 SOL and thus more will take the Math 5 SOL. That's plausible as heterogenous classes in grades 3 & 4 may not prepare kids as well for advanced math. But, given that the argument in favor of E3 is that it will open the door for more kids to take advanced math, your scenario would mean that E3 has failed in its goal. That outcome would not seem to be working properly from FCPS's perspective. No?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is OP. What’s E3

https://www.fcps.edu/node/44416
"Partner with the Advanced Academic Office expand the E3 Network from 10 to 20 schools. Improve intensity of support for network schools as they implement Engaging, Enhanced, and Extended Mathematics or E3. The purpose of E3 is to broaden the access for third and fourth graders to a more rigorous curriculum in elementary mathematics by raising the rigor for all students through an enhanced program of studies that layers more opportunities for depth and complexity through flexible delivery of Advanced Academic extensions."

E3 schools use heterogenous math classes for grades 3 & 4 that combine regular and advanced math students; instead of having a separate advanced math class, teachers are expected to provide differentiation/extensions to advanced students within a mixed ability class. The extensions go deeper into grade-level content as opposed to the accelerated content usually taught in advanced math classes.

Twenty elementary schools used E3 last year. Unclear how many are using it this year.

Is there a list of schools anywhere?

Previously, these schools were mentioned here as having E3: Bailey's Upper, Herndon, Lake Anne, Lane, Lynbrook, Rolling Valley, Union Mill, and Virginia Run. FCPS has not publicly listed the 20 schools that used E3 in 2022-23; unclear if additional schools were added for 2023-24 or not.

This is the first year that kids who have done E3 will take the SOL in 5th grade. It will be interesting to look at SOL data this summer for the above schools to see 1) the breakdown of 5th graders taking the Math 5 vs Math 6 SOL in 2023-24 relative to prior years and 2) compare 5th grade SOL scores relative to prior years. FCPS should publicly identify all the elementary schools that are using E3 so people can see what impact (if any) there has been on SOL scores and course selection. By not publicly identifying the E3 schools, FCPS is preempting a transparent assessment of E3's results.

If everything is working properly, we should see Math 6 SOL scores drop, both participants and scores, and Math 5 SOL scores rise.

Working properly from whose perspective? If I'm reading your post correctly, you expect fewer 5th graders/participants will take the Math 6 SOL and thus more will take the Math 5 SOL. That's plausible as heterogenous classes in grades 3 & 4 may not prepare kids as well for advanced math. But, given that the argument in favor of E3 is that it will open the door for more kids to take advanced math, your scenario would mean that E3 has failed in its goal. That outcome would not seem to be working properly from FCPS's perspective. No?

Of course it is. 8th grade Algebra is advanced and that's the goal explicitly set by FCPS.

We do not need to spend resources on putting kids into 7th grade algebra, plus it's not equitable. If they meet the requirements, so be it, but the goal is to bring everyone up to 8th grade algebra.

So in this model more kids get exposed to the advanced math concepts in the heterogenous classes as preparation for better Math outcomes along that track. It helps close the gap too.

[Anonymous]

This is really hard on teachers to implement. And it does not take into account the special ed kids who need the regular lessons at a slow and steady pace. Not everyone needs acceleration.

[Anonymous]

Anonymous wrote:Never understood why they don't have advanced language arts for those students who are advanced in that area.

Because if you compare the curriculum between AAP and GenEd for anything besides math, you will see that it's really not all that different. In the long run, AAP will result in 1-2 years ahead in the HS math course sequence. Once 9th grade starts, AAP makes no difference, it's either Honors, AP, or IB which is open to everyone. Not the case for every school or teacher of course, but on the whole really not that advanced outside of math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is OP. What’s E3

https://www.fcps.edu/node/44416
"Partner with the Advanced Academic Office expand the E3 Network from 10 to 20 schools. Improve intensity of support for network schools as they implement Engaging, Enhanced, and Extended Mathematics or E3. The purpose of E3 is to broaden the access for third and fourth graders to a more rigorous curriculum in elementary mathematics by raising the rigor for all students through an enhanced program of studies that layers more opportunities for depth and complexity through flexible delivery of Advanced Academic extensions."

E3 schools use heterogenous math classes for grades 3 & 4 that combine regular and advanced math students; instead of having a separate advanced math class, teachers are expected to provide differentiation/extensions to advanced students within a mixed ability class. The extensions go deeper into grade-level content as opposed to the accelerated content usually taught in advanced math classes.

Twenty elementary schools used E3 last year. Unclear how many are using it this year.

Is there a list of schools anywhere?

Previously, these schools were mentioned here as having E3: Bailey's Upper, Herndon, Lake Anne, Lane, Lynbrook, Rolling Valley, Union Mill, and Virginia Run. FCPS has not publicly listed the 20 schools that used E3 in 2022-23; unclear if additional schools were added for 2023-24 or not.

This is the first year that kids who have done E3 will take the SOL in 5th grade. It will be interesting to look at SOL data this summer for the above schools to see 1) the breakdown of 5th graders taking the Math 5 vs Math 6 SOL in 2023-24 relative to prior years and 2) compare 5th grade SOL scores relative to prior years. FCPS should publicly identify all the elementary schools that are using E3 so people can see what impact (if any) there has been on SOL scores and course selection. By not publicly identifying the E3 schools, FCPS is preempting a transparent assessment of E3's results.

If everything is working properly, we should see Math 6 SOL scores drop, both participants and scores, and Math 5 SOL scores rise.

Working properly from whose perspective? If I'm reading your post correctly, you expect fewer 5th graders/participants will take the Math 6 SOL and thus more will take the Math 5 SOL. That's plausible as heterogenous classes in grades 3 & 4 may not prepare kids as well for advanced math. But, given that the argument in favor of E3 is that it will open the door for more kids to take advanced math, your scenario would mean that E3 has failed in its goal. That outcome would not seem to be working properly from FCPS's perspective. No?

Of course it is. 8th grade Algebra is advanced and that's the goal explicitly set by FCPS.

We do not need to spend resources on putting kids into 7th grade algebra, plus it's not equitable. If they meet the requirements, so be it, but the goal is to bring everyone up to 8th grade algebra.

So in this model more kids get exposed to the advanced math concepts in the heterogenous classes as preparation for better Math outcomes along that track. It helps close the gap too.

Ah, I see. In your scenario, FCPS will be mainly interested in 5th grade SOL scores to ensure that more kids are on track to take algebra in 8th. That's plausible. The one wrinkle is that if there is a drop-off in 5th graders taking the Math 6 SOL/scoring poorly in E3 schools, FCPS will likely hear concerns voiced by parents of advanced math students across FCPS. But, of course, that assumes parents are able to analyze scores in E3 schools. If no one knows what schools are doing E3, that analysis will be hard to do and the risk of potential parent backlash is reduced.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is OP. What’s E3

https://www.fcps.edu/node/44416
"Partner with the Advanced Academic Office expand the E3 Network from 10 to 20 schools. Improve intensity of support for network schools as they implement Engaging, Enhanced, and Extended Mathematics or E3. The purpose of E3 is to broaden the access for third and fourth graders to a more rigorous curriculum in elementary mathematics by raising the rigor for all students through an enhanced program of studies that layers more opportunities for depth and complexity through flexible delivery of Advanced Academic extensions."

E3 schools use heterogenous math classes for grades 3 & 4 that combine regular and advanced math students; instead of having a separate advanced math class, teachers are expected to provide differentiation/extensions to advanced students within a mixed ability class. The extensions go deeper into grade-level content as opposed to the accelerated content usually taught in advanced math classes.

Twenty elementary schools used E3 last year. Unclear how many are using it this year.

Is there a list of schools anywhere?

Previously, these schools were mentioned here as having E3: Bailey's Upper, Herndon, Lake Anne, Lane, Lynbrook, Rolling Valley, Union Mill, and Virginia Run. FCPS has not publicly listed the 20 schools that used E3 in 2022-23; unclear if additional schools were added for 2023-24 or not.

This is the first year that kids who have done E3 will take the SOL in 5th grade. It will be interesting to look at SOL data this summer for the above schools to see 1) the breakdown of 5th graders taking the Math 5 vs Math 6 SOL in 2023-24 relative to prior years and 2) compare 5th grade SOL scores relative to prior years. FCPS should publicly identify all the elementary schools that are using E3 so people can see what impact (if any) there has been on SOL scores and course selection. By not publicly identifying the E3 schools, FCPS is preempting a transparent assessment of E3's results.

If everything is working properly, we should see Math 6 SOL scores drop, both participants and scores, and Math 5 SOL scores rise.

Working properly from whose perspective? If I'm reading your post correctly, you expect fewer 5th graders/participants will take the Math 6 SOL and thus more will take the Math 5 SOL. That's plausible as heterogenous classes in grades 3 & 4 may not prepare kids as well for advanced math. But, given that the argument in favor of E3 is that it will open the door for more kids to take advanced math, your scenario would mean that E3 has failed in its goal. That outcome would not seem to be working properly from FCPS's perspective. No?

Of course it is. 8th grade Algebra is advanced and that's the goal explicitly set by FCPS.

We do not need to spend resources on putting kids into 7th grade algebra, plus it's not equitable. If they meet the requirements, so be it, but the goal is to bring everyone up to 8th grade algebra.

So in this model more kids get exposed to the advanced math concepts in the heterogenous classes as preparation for better Math outcomes along that track. It helps close the gap too.

Ah, I see. In your scenario, FCPS will be mainly interested in 5th grade SOL scores to ensure that more kids are on track to take algebra in 8th. That's plausible. The one wrinkle is that if there is a drop-off in 5th graders taking the Math 6 SOL/scoring poorly in E3 schools, FCPS will likely hear concerns voiced by parents of advanced math students across FCPS. But, of course, that assumes parents are able to analyze scores in E3 schools. If no one knows what schools are doing E3, that analysis will be hard to do and the risk of potential parent backlash is reduced.

That’s just what the FCPS PIIP states regarding e3 as a tool to achieve greater 8th grade algebra. Merging classes with differing levels is difficult and 7th grade Algebra is not the goal. It seems likely that the most advanced students will lose a bit of advancement. The E3 curriculum is also slower than the previous 4th grade advanced math.

So for the same reason that some students will benefit from more advanced content to accelerate them to 8th grade Algebra, some students progress towards 7th grade algebra will be hindered due to less acceleration early on.

I don’t think anyone is going to have much of an issue with these results even if the schools were known. It’s really not that big of a deal.

[Anonymous]

So with E3 math, where do they make the jump so that they can do algebra 1 in 8th? It has to happen somewhere. Right now, outside of the pilots, the jump happens mainly in 4th grade where they do 4th and 5th grade math and then in 5th grade they are ready for the 6th grade curriculum.
My 5th grader, who did the e3 pilot does not seem ready for 6th grade math and from what I’ve heard, neither are his classmates.
So with E3, would they just skip from 6th grade math to 7th grade honors math (that’s a year of curriculum skipped) and then 8th grade honors algebra?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is OP. What’s E3

https://www.fcps.edu/node/44416
"Partner with the Advanced Academic Office expand the E3 Network from 10 to 20 schools. Improve intensity of support for network schools as they implement Engaging, Enhanced, and Extended Mathematics or E3. The purpose of E3 is to broaden the access for third and fourth graders to a more rigorous curriculum in elementary mathematics by raising the rigor for all students through an enhanced program of studies that layers more opportunities for depth and complexity through flexible delivery of Advanced Academic extensions."

E3 schools use heterogenous math classes for grades 3 & 4 that combine regular and advanced math students; instead of having a separate advanced math class, teachers are expected to provide differentiation/extensions to advanced students within a mixed ability class. The extensions go deeper into grade-level content as opposed to the accelerated content usually taught in advanced math classes.

Twenty elementary schools used E3 last year. Unclear how many are using it this year.

Is there a list of schools anywhere?

Previously, these schools were mentioned here as having E3: Bailey's Upper, Herndon, Lake Anne, Lane, Lynbrook, Rolling Valley, Union Mill, and Virginia Run. FCPS has not publicly listed the 20 schools that used E3 in 2022-23; unclear if additional schools were added for 2023-24 or not.

This is the first year that kids who have done E3 will take the SOL in 5th grade. It will be interesting to look at SOL data this summer for the above schools to see 1) the breakdown of 5th graders taking the Math 5 vs Math 6 SOL in 2023-24 relative to prior years and 2) compare 5th grade SOL scores relative to prior years. FCPS should publicly identify all the elementary schools that are using E3 so people can see what impact (if any) there has been on SOL scores and course selection. By not publicly identifying the E3 schools, FCPS is preempting a transparent assessment of E3's results.

If everything is working properly, we should see Math 6 SOL scores drop, both participants and scores, and Math 5 SOL scores rise.

Working properly from whose perspective? If I'm reading your post correctly, you expect fewer 5th graders/participants will take the Math 6 SOL and thus more will take the Math 5 SOL. That's plausible as heterogenous classes in grades 3 & 4 may not prepare kids as well for advanced math. But, given that the argument in favor of E3 is that it will open the door for more kids to take advanced math, your scenario would mean that E3 has failed in its goal. That outcome would not seem to be working properly from FCPS's perspective. No?

Of course it is. 8th grade Algebra is advanced and that's the goal explicitly set by FCPS.

We do not need to spend resources on putting kids into 7th grade algebra, plus it's not equitable. If they meet the requirements, so be it, but the goal is to bring everyone up to 8th grade algebra.

So in this model more kids get exposed to the advanced math concepts in the heterogenous classes as preparation for better Math outcomes along that track. It helps close the gap too.

Ah, I see. In your scenario, FCPS will be mainly interested in 5th grade SOL scores to ensure that more kids are on track to take algebra in 8th. That's plausible. The one wrinkle is that if there is a drop-off in 5th graders taking the Math 6 SOL/scoring poorly in E3 schools, FCPS will likely hear concerns voiced by parents of advanced math students across FCPS. But, of course, that assumes parents are able to analyze scores in E3 schools. If no one knows what schools are doing E3, that analysis will be hard to do and the risk of potential parent backlash is reduced.

That’s just what the FCPS PIIP states regarding e3 as a tool to achieve greater 8th grade algebra. Merging classes with differing levels is difficult and 7th grade Algebra is not the goal. It seems likely that the most advanced students will lose a bit of advancement. The E3 curriculum is also slower than the previous 4th grade advanced math.

So for the same reason that some students will benefit from more advanced content to accelerate them to 8th grade Algebra, some students progress towards 7th grade algebra will be hindered due to less acceleration early on.

I don’t think anyone is going to have much of an issue with these results even if the schools were known. It’s really not that big of a deal.

Agree merging classes with differing levels is difficult. While some parents may not feel strongly about 7th grade algebra, others do so it will be interesting to see what parent reaction is like if the 7th grade algebra share does erode with E3. But the bigger issue is with heterogenous classes themselves. Many families move to FCPS precisely because of its advanced elementary classes. VMPI's proposal for heterogenous secondary classes was a big reason for its demise so it is surprising that FCPS is making a similar heterogenous push now, just with elementary. While E3 as described would still get kids to 8th grade algebra in theory, current advanced math kids would lose the beneficial peer effect they currently have and kids needing a slower pace would lose out too. If FCPS continues to expand use of E3 in elementary schools, that will be a big deal.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is OP. What’s E3

https://www.fcps.edu/node/44416
"Partner with the Advanced Academic Office expand the E3 Network from 10 to 20 schools. Improve intensity of support for network schools as they implement Engaging, Enhanced, and Extended Mathematics or E3. The purpose of E3 is to broaden the access for third and fourth graders to a more rigorous curriculum in elementary mathematics by raising the rigor for all students through an enhanced program of studies that layers more opportunities for depth and complexity through flexible delivery of Advanced Academic extensions."

E3 schools use heterogenous math classes for grades 3 & 4 that combine regular and advanced math students; instead of having a separate advanced math class, teachers are expected to provide differentiation/extensions to advanced students within a mixed ability class. The extensions go deeper into grade-level content as opposed to the accelerated content usually taught in advanced math classes.

Twenty elementary schools used E3 last year. Unclear how many are using it this year.

Is there a list of schools anywhere?

Previously, these schools were mentioned here as having E3: Bailey's Upper, Herndon, Lake Anne, Lane, Lynbrook, Rolling Valley, Union Mill, and Virginia Run. FCPS has not publicly listed the 20 schools that used E3 in 2022-23; unclear if additional schools were added for 2023-24 or not.

This is the first year that kids who have done E3 will take the SOL in 5th grade. It will be interesting to look at SOL data this summer for the above schools to see 1) the breakdown of 5th graders taking the Math 5 vs Math 6 SOL in 2023-24 relative to prior years and 2) compare 5th grade SOL scores relative to prior years. FCPS should publicly identify all the elementary schools that are using E3 so people can see what impact (if any) there has been on SOL scores and course selection. By not publicly identifying the E3 schools, FCPS is preempting a transparent assessment of E3's results.

If everything is working properly, we should see Math 6 SOL scores drop, both participants and scores, and Math 5 SOL scores rise.

Working properly from whose perspective? If I'm reading your post correctly, you expect fewer 5th graders/participants will take the Math 6 SOL and thus more will take the Math 5 SOL. That's plausible as heterogenous classes in grades 3 & 4 may not prepare kids as well for advanced math. But, given that the argument in favor of E3 is that it will open the door for more kids to take advanced math, your scenario would mean that E3 has failed in its goal. That outcome would not seem to be working properly from FCPS's perspective. No?

Of course it is. 8th grade Algebra is advanced and that's the goal explicitly set by FCPS.

We do not need to spend resources on putting kids into 7th grade algebra, plus it's not equitable. If they meet the requirements, so be it, but the goal is to bring everyone up to 8th grade algebra.

So in this model more kids get exposed to the advanced math concepts in the heterogenous classes as preparation for better Math outcomes along that track. It helps close the gap too.

Ah, I see. In your scenario, FCPS will be mainly interested in 5th grade SOL scores to ensure that more kids are on track to take algebra in 8th. That's plausible. The one wrinkle is that if there is a drop-off in 5th graders taking the Math 6 SOL/scoring poorly in E3 schools, FCPS will likely hear concerns voiced by parents of advanced math students across FCPS. But, of course, that assumes parents are able to analyze scores in E3 schools. If no one knows what schools are doing E3, that analysis will be hard to do and the risk of potential parent backlash is reduced.

That’s just what the FCPS PIIP states regarding e3 as a tool to achieve greater 8th grade algebra. Merging classes with differing levels is difficult and 7th grade Algebra is not the goal. It seems likely that the most advanced students will lose a bit of advancement. The E3 curriculum is also slower than the previous 4th grade advanced math.

So for the same reason that some students will benefit from more advanced content to accelerate them to 8th grade Algebra, some students progress towards 7th grade algebra will be hindered due to less acceleration early on.

I don’t think anyone is going to have much of an issue with these results even if the schools were known. It’s really not that big of a deal.

Agree merging classes with differing levels is difficult. While some parents may not feel strongly about 7th grade algebra, others do so it will be interesting to see what parent reaction is like if the 7th grade algebra share does erode with E3. But the bigger issue is with heterogenous classes themselves. Many families move to FCPS precisely because of its advanced elementary classes. VMPI's proposal for heterogenous secondary classes was a big reason for its demise so it is surprising that FCPS is making a similar heterogenous push now, just with elementary. While E3 as described would still get kids to 8th grade algebra in theory, current advanced math kids would lose the beneficial peer effect they currently have and kids needing a slower pace would lose out too. If FCPS continues to expand use of E3 in elementary schools, that will be a big deal.

Eh. I don’t know. This is what the hard work of equity looks like and the county seems very supportive of this.

[Anonymous]

How do you know if your kid is doing E3 math?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Never understood why they don't have advanced language arts for those students who are advanced in that area.

+1000

+2000
This is why they simply need flexible groupings among grade levels for ALL kids. Forget AAP. Some kids are highly advanced in one subject over all others, some kids are advanced across the board, and some kids are not advanced. Having each teacher handle one level each (per core subject) and letting kids move up or down as needed makes so much more sense than locking them into two separate groups/tracks.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Never understood why they don't have advanced language arts for those students who are advanced in that area.

Because if you compare the curriculum between AAP and GenEd for anything besides math, you will see that it's really not all that different. In the long run, AAP will result in 1-2 years ahead in the HS math course sequence. Once 9th grade starts, AAP makes no difference, it's either Honors, AP, or IB which is open to everyone. Not the case for every school or teacher of course, but on the whole really not that advanced outside of math.

+1
Which is why AAP is ridiculously unnecessary if flexible groupings would be used. And before anyone jumps in to screech that "one teacher can't handle multiple different groups!!" - that's not what I'm talking about. Each teacher would take one group. Among grade level teams, which are usually made up of 5-6 teachers, that would be plenty.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is a drama llama.

I work in a E3 school. The kids who need it will get advanced math in 5th and take the 6th grade SOL like normal.

If anything, according to our Math Coach, we are on track for MORE kids to take advanced math based on last year's SOL performance and i-ready performance.

I teach 5th grade (and also teach advanced math).

Except they will miss it in 3rd and 4th and then will have more ground to make up in 5th and 6th.

IT DOESN'T MATTER. My kid was not advanced tracked. Looped in with all the degenerate geneds, according to you all on here. And she's had A's in all honors math classes and is handling AP math well, too. Lots of those AAP and advanced math kids are not doing as well as she is.

I'm sure lots of them aren't, but that doesn't mean that lots of them aren't doing great. Not every school is full of great students taking gen ed classes. In lots of schools, gen ed means behind grade level

Exactly. All of the dumbos are in general ed. Which is why all the smart parents get their kids into AAP.

Wow. Reason 1,424,895 to get rid of AAP and just offer flexible groupings. Toxic parents like you produce toxic kids.