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[quote=Anonymous][quote=Anonymous][quote=Anonymous]PP. There are a lot of kids who have much lower scores who get placed into Pre Algebra in sixth, because of how the lottery cutoffs work. Scores can be as low as 60 or 70th percentile nationally on the MAP to qualify for the lottery - and MCPS uses fourth and fifth grade MAP so they don’t make sure kids actually can do sixth grade math before advancing to PreAlgebra, which is compacted grade 7 and 8 math. That’s really what the discussion is about. Over a third of kids in Compacted Math are not passing the state assessments later. And because the selection criteria was locally normed, the accuracy of placement depended on your school. You can see the rates if kids passing Geometry at your local school here on the Geometry MCAP tab: https://docs.google.com/spreadsheets/d/1Btm7A1i0FJw1ssLDht_L6KocVrRwcM1Y/edit?usp=drivesdk&ouid=111799539092517039560&rtpof=true&sd=true

It wasn’t too much for my kids at the 98/99th percentile on MAP (I should add that MAP scores are not exactly tied to state math standards). And my kids don’t supplement. Both also did very well in math later. But they took the current Algebra - Geometry sequence.

You can see how they do on the district progress checks, etc., next year and slow down to Accel Math 6, or retake Accel Math 7 of you’re nervous, but probably not necessary.

The biggest issue is choosing math courses in high school. You will need to find four years of math. Right now MCPS is suggesting Precalc &gt; Calc AB &gt; Calc BC, and that leaves one more class. Multivariable Calc is what they currently offer at some schools or Montgomery College. Your child might not want to do that, so maybe AP Stats.

But hopefully they have some other options by high school for the kids who are not hardcore Calc. Your child might be - it really is an individual decision.[/quote]

Calc AB, BC, Stats is path for "non hardcore calc" tar lets kids review all thenalgebra and geometry they missed in Integrated Algebra [/quote]

There may be more options too - the idea of IA is that they are slimming it down to essential concepts for the non Calc kids. Then creating alternate pathways:

- Quantitative Reasoning pathway develops real-world mathematical skills in
problem-solving, modeling, financial literacy, and data-driven decision-making.

ii. Data and Data Analytics are increasingly essential, and this pathway builds foundational skills in data analysis, programming, and mathematical reasoning.
It leverages technology to explore real-world datasets and prepare students for
a data-driven future.

iii. Algebraic Foundations of Calculus pathway is designed for students pursuing
STEM fields. It provides a deep exploration of functions and change in
preparation for Calculus.

iv. Statistics and Probability builds students’ understanding of data, uncertainty,
and statistical inference. It focuses on using quantitative research on real-world
phenomena to enhance understanding of relationships in the world around us.

Kids might want to mix and match. A class that mixed programming (or AI programming) and data analysis is very useful and matches what they’ll see in college if they take Stats now. (source: my child who just finished Stat 100 in college - it was mostly programming)

Here is an example of a class that Washington and Charles County are piloting next year for their data analysis pathway:

https://www.utdanacenter.org/sites/default/files/2025-07/Framework-ISQR-Sept2024_FINAL1.pdf

[/quote]

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