Eliot-Hine Experiences?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. Other than the math tracking debate, can anyone share thoughts about the overall experience a scenically and socially for high achieving kids?

You may not get a lot of solid info on DCUM, but I have several friends with kids at EH that are happy. The school has grown a lot since it was renovated (they’re at about 500 kids this year—up from 266 kids 6 school years ago). I also heard the current 5th grade class at Maury has nearly 70 kids, which is bigger than they’ve historically had, so EH will likely continue to have an even larger cohort of higher achieving kids moving forward. This recent middle school panel is fairly informative https://w6pspo.org/2026/03/03/video-ward-6-middle-and-high-schools-principals-panel-2026/

Maury has three full fifth grade classes. I’m not convinced that this will lead to a larger cohort of high performing kids at EH. Some of the kids are headed to EH but I hear a lot of people saying they are looking elsewhere. If you have a highly motivated kid who can succeed anywhere, it can work. But most people agree that Eastern is years away (if ever) from being a viable option for rigorous academics, meaning kids on the Hill need a strong academic foundation for application or private high schools. A common thread is parents concerned that their kid isn’t going to get that foundation at EH.

As a parent just finishing up with my kid at EH, what you are voicing is anxiety and not reality. At the end of our 3 years I can conclude that the angst about this choice was overblown - my kid went from scrawling 2 sentences to writing pages and pages for fun; had multiple caring and supportive and communicative teachers; branched out into arts interests the never had before; did a couple of fun clubs and after school activities; made a bunch of new friends; and as a family, we all enjoyed the ease and comfort of just strolling to school in the morning and home in the afternoon. Try not to overthink this one that much!

The bigger issue (that I am confronting) is HS if none of the options other than Eastern work out. but unless the solution is to move after 5th (understandable) I advise just sending your kid and taking a bit of a breather and figuring that out later.

Oh also - I don’t have the numbers in front of me but my sense is EH kids do just as well in application and private high school admissions as anywhere else. SH may be more successful with Duke Ellington given its better developed theater program, but not sure about that. For private, just be on top of the application process and it will be fine. My understanding is that you can prep separately for the private school admissions test anyway. Every year EH sends kids to Walls, Banneker, McKinley, Gonzaga, etc. I’m sure fewer “prestigious” privates compare to Deal but this is likely self-selection and also a function of geography with Hill families choosing commutable schools.

I will add that my kids at EH have participated in band and choir (both during the school day), as well as debate and theater (after school) and various sports. There seems to be a lot of choices of activities and ways to get involved and meet other kids. Kids from EH end up at a range of high schools and seem to be doing well. And yes - they have algebra in 7th and 8th, and geometry in 8th (for those who take algebra in 7th grade)

So they teach pre-algebra in 6th?

“Pre-algebra” isn’t a thing anymore. Kids move into Algebra after Math 7 or Math 8. The super smart kids may be able to go to Algebra in 6th.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. Other than the math tracking debate, can anyone share thoughts about the overall experience a scenically and socially for high achieving kids?

You may not get a lot of solid info on DCUM, but I have several friends with kids at EH that are happy. The school has grown a lot since it was renovated (they’re at about 500 kids this year—up from 266 kids 6 school years ago). I also heard the current 5th grade class at Maury has nearly 70 kids, which is bigger than they’ve historically had, so EH will likely continue to have an even larger cohort of higher achieving kids moving forward. This recent middle school panel is fairly informative https://w6pspo.org/2026/03/03/video-ward-6-middle-and-high-schools-principals-panel-2026/

Maury has three full fifth grade classes. I’m not convinced that this will lead to a larger cohort of high performing kids at EH. Some of the kids are headed to EH but I hear a lot of people saying they are looking elsewhere. If you have a highly motivated kid who can succeed anywhere, it can work. But most people agree that Eastern is years away (if ever) from being a viable option for rigorous academics, meaning kids on the Hill need a strong academic foundation for application or private high schools. A common thread is parents concerned that their kid isn’t going to get that foundation at EH.

As a parent just finishing up with my kid at EH, what you are voicing is anxiety and not reality. At the end of our 3 years I can conclude that the angst about this choice was overblown - my kid went from scrawling 2 sentences to writing pages and pages for fun; had multiple caring and supportive and communicative teachers; branched out into arts interests the never had before; did a couple of fun clubs and after school activities; made a bunch of new friends; and as a family, we all enjoyed the ease and comfort of just strolling to school in the morning and home in the afternoon. Try not to overthink this one that much!

The bigger issue (that I am confronting) is HS if none of the options other than Eastern work out. but unless the solution is to move after 5th (understandable) I advise just sending your kid and taking a bit of a breather and figuring that out later.

Oh also - I don’t have the numbers in front of me but my sense is EH kids do just as well in application and private high school admissions as anywhere else. SH may be more successful with Duke Ellington given its better developed theater program, but not sure about that. For private, just be on top of the application process and it will be fine. My understanding is that you can prep separately for the private school admissions test anyway. Every year EH sends kids to Walls, Banneker, McKinley, Gonzaga, etc. I’m sure fewer “prestigious” privates compare to Deal but this is likely self-selection and also a function of geography with Hill families choosing commutable schools.

I will add that my kids at EH have participated in band and choir (both during the school day), as well as debate and theater (after school) and various sports. There seems to be a lot of choices of activities and ways to get involved and meet other kids. Kids from EH end up at a range of high schools and seem to be doing well. And yes - they have algebra in 7th and 8th, and geometry in 8th (for those who take algebra in 7th grade)

So they teach pre-algebra in 6th?

“Pre-algebra” isn’t a thing anymore. Kids move into Algebra after Math 7 or Math 8. The super smart kids may be able to go to Algebra in 6th.

This. Look for middle schools that actually has classes in Algebra 1, Geometry, and Algebra 2 for your mathy kid. No moving into math 7, 8 or whatever.

Some schools will combine subjects above into 2 years and high performers can handle it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. Other than the math tracking debate, can anyone share thoughts about the overall experience a scenically and socially for high achieving kids?

You may not get a lot of solid info on DCUM, but I have several friends with kids at EH that are happy. The school has grown a lot since it was renovated (they’re at about 500 kids this year—up from 266 kids 6 school years ago). I also heard the current 5th grade class at Maury has nearly 70 kids, which is bigger than they’ve historically had, so EH will likely continue to have an even larger cohort of higher achieving kids moving forward. This recent middle school panel is fairly informative https://w6pspo.org/2026/03/03/video-ward-6-middle-and-high-schools-principals-panel-2026/

Maury has three full fifth grade classes. I’m not convinced that this will lead to a larger cohort of high performing kids at EH. Some of the kids are headed to EH but I hear a lot of people saying they are looking elsewhere. If you have a highly motivated kid who can succeed anywhere, it can work. But most people agree that Eastern is years away (if ever) from being a viable option for rigorous academics, meaning kids on the Hill need a strong academic foundation for application or private high schools. A common thread is parents concerned that their kid isn’t going to get that foundation at EH.

As a parent just finishing up with my kid at EH, what you are voicing is anxiety and not reality. At the end of our 3 years I can conclude that the angst about this choice was overblown - my kid went from scrawling 2 sentences to writing pages and pages for fun; had multiple caring and supportive and communicative teachers; branched out into arts interests the never had before; did a couple of fun clubs and after school activities; made a bunch of new friends; and as a family, we all enjoyed the ease and comfort of just strolling to school in the morning and home in the afternoon. Try not to overthink this one that much!

The bigger issue (that I am confronting) is HS if none of the options other than Eastern work out. but unless the solution is to move after 5th (understandable) I advise just sending your kid and taking a bit of a breather and figuring that out later.

Oh also - I don’t have the numbers in front of me but my sense is EH kids do just as well in application and private high school admissions as anywhere else. SH may be more successful with Duke Ellington given its better developed theater program, but not sure about that. For private, just be on top of the application process and it will be fine. My understanding is that you can prep separately for the private school admissions test anyway. Every year EH sends kids to Walls, Banneker, McKinley, Gonzaga, etc. I’m sure fewer “prestigious” privates compare to Deal but this is likely self-selection and also a function of geography with Hill families choosing commutable schools.

I will add that my kids at EH have participated in band and choir (both during the school day), as well as debate and theater (after school) and various sports. There seems to be a lot of choices of activities and ways to get involved and meet other kids. Kids from EH end up at a range of high schools and seem to be doing well. And yes - they have algebra in 7th and 8th, and geometry in 8th (for those who take algebra in 7th grade)

So they teach pre-algebra in 6th?

“Pre-algebra” isn’t a thing anymore. Kids move into Algebra after Math 7 or Math 8. The super smart kids may be able to go to Algebra in 6th.

This. Look for middle schools that actually has classes in Algebra 1, Geometry, and Algebra 2 for your mathy kid. No moving into math 7, 8 or whatever.

Some schools will combine subjects above into 2 years and high performers can handle it.

I don’t think there are many middle schools in this area that routinely put 6th graders into algebra … so the challenge is more figuring out what the right preparation is for Algebra in 7th …. And since no class is actually called “pre algebra” for anyone no matter the pathway - it’s quite confusing! I’m not a big math person although I was put into algebra in 7th … my recollection is that I “skipped pre algebra.” So it seems to be optional?

[Anonymous]

If acceleration doesn't produce kids that are better at math, what does? Seems like most ppl here are often complaining there isn't enough acceleration.

[Anonymous]

Anonymous wrote:If acceleration doesn't produce kids that are better at math, what does? Seems like most ppl here are often complaining there isn't enough acceleration.

People overly fixate on acceleration in math. The push comes from a small subset of overzealous parents who (1) expect kids to go into STEM subjects in college no matter what, (2) believe that more APs is always better for college admissions, and (3) think additional AP math in HS will result in kids skipping a year or more of college math.

These are all myopic and incorrect ideas. First off, go ahead and talk to some of those kids who got pushed hard into computer engineering over the last decade or so, about whether they are happy about it in light of what AI is doing to that job market. Second, talk to actual college admissions officers about how many math APs they want to see -- you won't find a single AO who will tell you that 3-4 math APs is necessary or even desirable, especially if it comes at the expense of taking other academic courses or a more balanced app. Most AOs will tell you that for the kids who are genuinely really good at math and want more, taking classes at an actual college their junior or senior year is a better option, which means high schools really do not need to be offering this special accelerated track with all the APs -- they can just let advanced kids take class with older students and then pick up classes at a local college/university if they want to continue.

And that's because it turns out that AP classes rarely actually save kids a year of college math. It is common for kids in STEM majors to have to retake calculus in college because the AP classes simply do not adequately cover the material or get kids to the necessary fluency, even with a good AP score. It's because HS is structured too differently from college. You can't go into the same depth, and HS kids often have too much else going on. It's not the same thing.

But just try to tell the acceleration people this. They are convinced that RSM staring in 1st grade plus hyper-accelerated math tracks at school will be the key to their child's future success, and there's no dissuading them. Not even a bunch of unemployed coders or kids getting Cs in college math because there accelerated track went too fast and too shallow.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If acceleration doesn't produce kids that are better at math, what does? Seems like most ppl here are often complaining there isn't enough acceleration.

People overly fixate on acceleration in math. The push comes from a small subset of overzealous parents who (1) expect kids to go into STEM subjects in college no matter what, (2) believe that more APs is always better for college admissions, and (3) think additional AP math in HS will result in kids skipping a year or more of college math.

These are all myopic and incorrect ideas. First off, go ahead and talk to some of those kids who got pushed hard into computer engineering over the last decade or so, about whether they are happy about it in light of what AI is doing to that job market. Second, talk to actual college admissions officers about how many math APs they want to see -- you won't find a single AO who will tell you that 3-4 math APs is necessary or even desirable, especially if it comes at the expense of taking other academic courses or a more balanced app. Most AOs will tell you that for the kids who are genuinely really good at math and want more, taking classes at an actual college their junior or senior year is a better option, which means high schools really do not need to be offering this special accelerated track with all the APs -- they can just let advanced kids take class with older students and then pick up classes at a local college/university if they want to continue.

And that's because it turns out that AP classes rarely actually save kids a year of college math. It is common for kids in STEM majors to have to retake calculus in college because the AP classes simply do not adequately cover the material or get kids to the necessary fluency, even with a good AP score. It's because HS is structured too differently from college. You can't go into the same depth, and HS kids often have too much else going on. It's not the same thing.

But just try to tell the acceleration people this. They are convinced that RSM staring in 1st grade plus hyper-accelerated math tracks at school will be the key to their child's future success, and there's no dissuading them. Not even a bunch of unemployed coders or kids getting Cs in college math because there accelerated track went too fast and too shallow.

Oh FFS. I don't think any of those things! I just don't want my kid to sit through a boring slow-walk math class when they could be moving faster. I have no expectations of STEM majors or careers. That's not what this is about.

It's bizarre that you think college courses are a solution. The logistics from many high schools make it impossible, not to mention the schedule differences. It can't work. Better to take an online class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If acceleration doesn't produce kids that are better at math, what does? Seems like most ppl here are often complaining there isn't enough acceleration.

People overly fixate on acceleration in math. The push comes from a small subset of overzealous parents who (1) expect kids to go into STEM subjects in college no matter what, (2) believe that more APs is always better for college admissions, and (3) think additional AP math in HS will result in kids skipping a year or more of college math.

These are all myopic and incorrect ideas. First off, go ahead and talk to some of those kids who got pushed hard into computer engineering over the last decade or so, about whether they are happy about it in light of what AI is doing to that job market. Second, talk to actual college admissions officers about how many math APs they want to see -- you won't find a single AO who will tell you that 3-4 math APs is necessary or even desirable, especially if it comes at the expense of taking other academic courses or a more balanced app. Most AOs will tell you that for the kids who are genuinely really good at math and want more, taking classes at an actual college their junior or senior year is a better option, which means high schools really do not need to be offering this special accelerated track with all the APs -- they can just let advanced kids take class with older students and then pick up classes at a local college/university if they want to continue.

And that's because it turns out that AP classes rarely actually save kids a year of college math. It is common for kids in STEM majors to have to retake calculus in college because the AP classes simply do not adequately cover the material or get kids to the necessary fluency, even with a good AP score. It's because HS is structured too differently from college. You can't go into the same depth, and HS kids often have too much else going on. It's not the same thing.

But just try to tell the acceleration people this. They are convinced that RSM staring in 1st grade plus hyper-accelerated math tracks at school will be the key to their child's future success, and there's no dissuading them. Not even a bunch of unemployed coders or kids getting Cs in college math because there accelerated track went too fast and too shallow.

I agree with the bolded.

However everything else sounds like a way to excuse bad schools.

Sometimes parents in DC get wound up about math acceleration because they really just how badly math is being taught. And math acceleration seems like one way to push schools to actually provide rigorous math instruction.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If acceleration doesn't produce kids that are better at math, what does? Seems like most ppl here are often complaining there isn't enough acceleration.

People overly fixate on acceleration in math. The push comes from a small subset of overzealous parents who (1) expect kids to go into STEM subjects in college no matter what, (2) believe that more APs is always better for college admissions, and (3) think additional AP math in HS will result in kids skipping a year or more of college math.

These are all myopic and incorrect ideas. First off, go ahead and talk to some of those kids who got pushed hard into computer engineering over the last decade or so, about whether they are happy about it in light of what AI is doing to that job market. Second, talk to actual college admissions officers about how many math APs they want to see -- you won't find a single AO who will tell you that 3-4 math APs is necessary or even desirable, especially if it comes at the expense of taking other academic courses or a more balanced app. Most AOs will tell you that for the kids who are genuinely really good at math and want more, taking classes at an actual college their junior or senior year is a better option, which means high schools really do not need to be offering this special accelerated track with all the APs -- they can just let advanced kids take class with older students and then pick up classes at a local college/university if they want to continue.

And that's because it turns out that AP classes rarely actually save kids a year of college math. It is common for kids in STEM majors to have to retake calculus in college because the AP classes simply do not adequately cover the material or get kids to the necessary fluency, even with a good AP score. It's because HS is structured too differently from college. You can't go into the same depth, and HS kids often have too much else going on. It's not the same thing.

But just try to tell the acceleration people this. They are convinced that RSM staring in 1st grade plus hyper-accelerated math tracks at school will be the key to their child's future success, and there's no dissuading them. Not even a bunch of unemployed coders or kids getting Cs in college math because there accelerated track went too fast and too shallow.

I agree with the bolded.

However everything else sounds like a way to excuse bad schools.

Sometimes parents in DC get wound up about math acceleration because they really just how badly math is being taught. And math acceleration seems like one way to push schools to actually provide rigorous math instruction.

It is not just acceleration. If a class is tuaght correctly, there is also depth and challenging problems.

As to AP Calculus. It depends how the class was taught. Some kids actually do skip Calcukus and go into more advanced math. Some kids don’t but they have an advantage because the material is familiar from high school.

BTW, taking AP Calculus is the floor for STEM majors for any competitive school. It’s not absolutely required but you are the outlier if you have not taken it. Even non-STEM majors manage have taken it at competitive colleges.

It’s easy to see how low PP’s standards are here excusing not taking AP Calculus.
j

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If acceleration doesn't produce kids that are better at math, what does? Seems like most ppl here are often complaining there isn't enough acceleration.

People overly fixate on acceleration in math. The push comes from a small subset of overzealous parents who (1) expect kids to go into STEM subjects in college no matter what, (2) believe that more APs is always better for college admissions, and (3) think additional AP math in HS will result in kids skipping a year or more of college math.

These are all myopic and incorrect ideas. First off, go ahead and talk to some of those kids who got pushed hard into computer engineering over the last decade or so, about whether they are happy about it in light of what AI is doing to that job market. Second, talk to actual college admissions officers about how many math APs they want to see -- you won't find a single AO who will tell you that 3-4 math APs is necessary or even desirable, especially if it comes at the expense of taking other academic courses or a more balanced app. Most AOs will tell you that for the kids who are genuinely really good at math and want more, taking classes at an actual college their junior or senior year is a better option, which means high schools really do not need to be offering this special accelerated track with all the APs -- they can just let advanced kids take class with older students and then pick up classes at a local college/university if they want to continue.

And that's because it turns out that AP classes rarely actually save kids a year of college math. It is common for kids in STEM majors to have to retake calculus in college because the AP classes simply do not adequately cover the material or get kids to the necessary fluency, even with a good AP score. It's because HS is structured too differently from college. You can't go into the same depth, and HS kids often have too much else going on. It's not the same thing.

But just try to tell the acceleration people this. They are convinced that RSM staring in 1st grade plus hyper-accelerated math tracks at school will be the key to their child's future success, and there's no dissuading them. Not even a bunch of unemployed coders or kids getting Cs in college math because there accelerated track went too fast and too shallow.

Oh FFS. I don't think any of those things! I just don't want my kid to sit through a boring slow-walk math class when they could be moving faster. I have no expectations of STEM majors or careers. That's not what this is about.

It's bizarre that you think college courses are a solution. The logistics from many high schools make it impossible, not to mention the schedule differences. It can't work. Better to take an online class.

Middle school math is repetitive. It’s basically helping kids who don’t have any foundation or weak foindation be ready for Algebra.

I mean if you can’t even add or subtract 3 digit numbers or multiply more than 1 digit, that’s a problem.

So agree with above, bright kid is not going to get much benefit sitting in a grade 7 math class that is basically remedial

[Anonymous]

The most disturbing thing about this forum is not that dcps seems to be letting down students, it’s the loud and aggressive posters excusing the way they’re letting down students. It’s honestly pathetic.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If acceleration doesn't produce kids that are better at math, what does? Seems like most ppl here are often complaining there isn't enough acceleration.

People overly fixate on acceleration in math. The push comes from a small subset of overzealous parents who (1) expect kids to go into STEM subjects in college no matter what, (2) believe that more APs is always better for college admissions, and (3) think additional AP math in HS will result in kids skipping a year or more of college math.

These are all myopic and incorrect ideas. First off, go ahead and talk to some of those kids who got pushed hard into computer engineering over the last decade or so, about whether they are happy about it in light of what AI is doing to that job market. Second, talk to actual college admissions officers about how many math APs they want to see -- you won't find a single AO who will tell you that 3-4 math APs is necessary or even desirable, especially if it comes at the expense of taking other academic courses or a more balanced app. Most AOs will tell you that for the kids who are genuinely really good at math and want more, taking classes at an actual college their junior or senior year is a better option, which means high schools really do not need to be offering this special accelerated track with all the APs -- they can just let advanced kids take class with older students and then pick up classes at a local college/university if they want to continue.

And that's because it turns out that AP classes rarely actually save kids a year of college math. It is common for kids in STEM majors to have to retake calculus in college because the AP classes simply do not adequately cover the material or get kids to the necessary fluency, even with a good AP score. It's because HS is structured too differently from college. You can't go into the same depth, and HS kids often have too much else going on. It's not the same thing.

But just try to tell the acceleration people this. They are convinced that RSM staring in 1st grade plus hyper-accelerated math tracks at school will be the key to their child's future success, and there's no dissuading them. Not even a bunch of unemployed coders or kids getting Cs in college math because there accelerated track went too fast and too shallow.

I agree with the bolded.

However everything else sounds like a way to excuse bad schools.

Sometimes parents in DC get wound up about math acceleration because they really just how badly math is being taught. And math acceleration seems like one way to push schools to actually provide rigorous math instruction.

Except those of us who understand math know that this isn’t true, because all you are doing is accelerating through poorly taught classes. Math is best learned in programs outside of school, unless you are lucky enough to have great teachers in your school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If acceleration doesn't produce kids that are better at math, what does? Seems like most ppl here are often complaining there isn't enough acceleration.

People overly fixate on acceleration in math. The push comes from a small subset of overzealous parents who (1) expect kids to go into STEM subjects in college no matter what, (2) believe that more APs is always better for college admissions, and (3) think additional AP math in HS will result in kids skipping a year or more of college math.

These are all myopic and incorrect ideas. First off, go ahead and talk to some of those kids who got pushed hard into computer engineering over the last decade or so, about whether they are happy about it in light of what AI is doing to that job market. Second, talk to actual college admissions officers about how many math APs they want to see -- you won't find a single AO who will tell you that 3-4 math APs is necessary or even desirable, especially if it comes at the expense of taking other academic courses or a more balanced app. Most AOs will tell you that for the kids who are genuinely really good at math and want more, taking classes at an actual college their junior or senior year is a better option, which means high schools really do not need to be offering this special accelerated track with all the APs -- they can just let advanced kids take class with older students and then pick up classes at a local college/university if they want to continue.

And that's because it turns out that AP classes rarely actually save kids a year of college math. It is common for kids in STEM majors to have to retake calculus in college because the AP classes simply do not adequately cover the material or get kids to the necessary fluency, even with a good AP score. It's because HS is structured too differently from college. You can't go into the same depth, and HS kids often have too much else going on. It's not the same thing.

But just try to tell the acceleration people this. They are convinced that RSM staring in 1st grade plus hyper-accelerated math tracks at school will be the key to their child's future success, and there's no dissuading them. Not even a bunch of unemployed coders or kids getting Cs in college math because there accelerated track went too fast and too shallow.

I agree with the bolded.

However everything else sounds like a way to excuse bad schools.

Sometimes parents in DC get wound up about math acceleration because they really just how badly math is being taught. And math acceleration seems like one way to push schools to actually provide rigorous math instruction.

Except those of us who understand math know that this isn’t true, because all you are doing is accelerating through poorly taught classes. Math is best learned in programs outside of school, unless you are lucky enough to have great teachers in your school.

Nope. Math is just so badly taught in DCPS. I know a kid who went to school in the burbs and he took advance math courses including AP Calculus and past that. Tested out of Cal and is killing it as an engineering major in his math courses at a well known school.

[Anonymous]

Anonymous wrote:The most disturbing thing about this forum is not that dcps seems to be letting down students, it’s the loud and aggressive posters excusing the way they’re letting down students. It’s honestly pathetic.

+1. I can’t believe people here are seriously saying no need to take AP calculus for any college bound kid applying to any competitive college in 2026. I am not even talking STEM majors.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If acceleration doesn't produce kids that are better at math, what does? Seems like most ppl here are often complaining there isn't enough acceleration.

People overly fixate on acceleration in math. The push comes from a small subset of overzealous parents who (1) expect kids to go into STEM subjects in college no matter what, (2) believe that more APs is always better for college admissions, and (3) think additional AP math in HS will result in kids skipping a year or more of college math.

These are all myopic and incorrect ideas. First off, go ahead and talk to some of those kids who got pushed hard into computer engineering over the last decade or so, about whether they are happy about it in light of what AI is doing to that job market. Second, talk to actual college admissions officers about how many math APs they want to see -- you won't find a single AO who will tell you that 3-4 math APs is necessary or even desirable, especially if it comes at the expense of taking other academic courses or a more balanced app. Most AOs will tell you that for the kids who are genuinely really good at math and want more, taking classes at an actual college their junior or senior year is a better option, which means high schools really do not need to be offering this special accelerated track with all the APs -- they can just let advanced kids take class with older students and then pick up classes at a local college/university if they want to continue.

And that's because it turns out that AP classes rarely actually save kids a year of college math. It is common for kids in STEM majors to have to retake calculus in college because the AP classes simply do not adequately cover the material or get kids to the necessary fluency, even with a good AP score. It's because HS is structured too differently from college. You can't go into the same depth, and HS kids often have too much else going on. It's not the same thing.

But just try to tell the acceleration people this. They are convinced that RSM staring in 1st grade plus hyper-accelerated math tracks at school will be the key to their child's future success, and there's no dissuading them. Not even a bunch of unemployed coders or kids getting Cs in college math because there accelerated track went too fast and too shallow.

I agree with the bolded.

However everything else sounds like a way to excuse bad schools.

Sometimes parents in DC get wound up about math acceleration because they really just how badly math is being taught. And math acceleration seems like one way to push schools to actually provide rigorous math instruction.

It is not just acceleration. If a class is tuaght correctly, there is also depth and challenging problems.

As to AP Calculus. It depends how the class was taught. Some kids actually do skip Calcukus and go into more advanced math. Some kids don’t but they have an advantage because the material is familiar from high school.

BTW, taking AP Calculus is the floor for STEM majors for any competitive school. It’s not absolutely required but you are the outlier if you have not taken it. Even non-STEM majors manage have taken it at competitive colleges.

It’s easy to see how low PP’s standards are here excusing not taking AP Calculus.
j

Taking AP Calculus in HS is not acceleration. Taking Calc AB your senior year would be a standard track (non-mathy kids might skip AP math altogether, or take AP statistics). A moderately advanced track would take Calc AB junior year and Calc BC senior year. That would be for kids who are very good at math from a young age and can bump into next-grade math classes starting in middle school. Makes sense for some kids. In either case, most kids will do best not to skip any college level math classes and treat any AP math classes as a good introduction to college level math so they aren't entering it cold.

The above post is talking about the parents pushing aggressive acceleration with the goal of taking Calc AB sophomore year of high school. These are parents determined to max out AP classes (both AP Calc, AP Statistics, plus max out AP science classes which will be easier if you've already completed both calc classes prior to senior year). This has absolutely been a push among some parents in recent years and it complicates the conversation about improving math curriculum in the US. Because parents get distracted by "accelerated" math tracks when really we should be addressing depth and fluency, starting in elementary school. There is no point in developing accelerated tracks when kids' math fluency is shallow and many students have a weak grasp of basic math facts and functions. I'd rather have my kid on a standard track with Calc AB senior year and no other advanced math, but getting a really strong math education *at school* (not at an after school tutor). I don't care if my kid goes into STEM or not. But for instance I work in the humanities and use statistics daily and regularly encounter young people in my field who can't do extremely basic statistical analysis even with custom tools to help them. Math education in the US is broken, and it's not due to lack of acceleration.

[Anonymous]

What is lost here is that sometimes kids are outstanding at math and love it. That’s the case with my youngest. He struggles with English and all other humanities but is amazing at math. We have been supplementing since it was painfully obvious dcps is not cutting it.

We aren’t aggressively pushing aps or acceleration but I think it’s not fair to him and other talented kids in dc to offer what is an objectively weak curriculum. I appreciate the kindness of the parents out there who were honest and objective of what’s available at Eliot Hine. It’s important to make an informed decision.