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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I'm shocked and even in past years more than half of students are passing but not proficient in their Algebra 2 SOLs.

I'd say that means they are advancing too quickly.  Yet the effect seems the same regardless of grade level of course. So it seems there are substantial cohorts of students advancing 2 years ahead when 1 was enough, and advancing 3 years ahead when 2 was enough.
Or TJ has up to half it's population being kids who "get" math quite but aren't great at understanding it.

Anyway, these 9th graders in Geometry, while older than previous  geometry students, are doing just as well (slightly better even) as those students who advanced more quickly [/quote]
This is not true. Even last year, 9th grade Alg II students scored 20% greater pass advanced rates than the 10th grade geometry students. Advanced students prior to Covid were scoring 90% pass advanced rates in 9th grade Algebra II, which is really impressive. And post-covid still close to 60% Pass advanced for 9th grade Algebra II students.

These new students are great students in their own right just different than previous admitted students. Admissions doesn’t even know the math level. Having nearly 100 geometry students in 9th speaks to the [b]great work in equity the new process has achieved[/b]. And comparing them to the previous classes does them a disservice. It’s not about scores or grades, but experience.[/quote]
is this what they taught you in the DEI class? post bunch of lies?[/quote]
So the new students aren’t that good at tests or advanced in math and probably won’t have the same SAT scores? So what?[/quote]

The so what, to me, is that TJ offers unique math and science classes that require a higher level of math. Those classes are what make the school special. If kids are entering the school and don't have the necessary math to access those special math and science classes then why are they there? I understand that there is a special cohort at TJ that can be great for kids who are more interested then the average kid, or event he above average kid, at STEM, but money has been placed into special labs and classrooms and specialized Teachers for a reason. By sending kids who cannot access those specialized opportunities we are undermining one of the major purpose of the school.

Someone earlier in the thread suggested that one approach might be that kids attending a MS Center school should have Algebra 1 H and Geometry H to be considered for TJ. There shouldn't be kids coming out of a MS Center without Geometry because there is a larger number of STEM focused kids and more kids with Algebra 1 and Geometry. There are enough kids with 4.0 GPAs and Algebra 1 and Geometry that those kids should be given priority for TJ because they can access the specialized classes at TJ.

At schools were there are fewer kids able to take Geometry in 8th grade you would default to the high GPA Algebra 1 H in 8th grade kids and that is fine. Those kids will benefit from the cohort at TJ. They would probably benefit from smaller math classes in Freshmen and Sophomore to firm up foundational skills that they have had fewer opportunities to practice at their ES and MS.

[b]I do like that the new process removes some of the pressure for faster acceleration. I suspect that there were kids taking Geometry in the summer between 7th and 8th because they thought they had to have Algebra 2 in 8th grade in order to be competitive for TJ. 12-14 year olds don't need that type of pressure. I thin the new process can be tweaked so that it works better and achieves the goal of making the school more inclusive around the county.[/b] [/quote]

Great post, I agree with the general idea... would need to think through the ramifications of having two standards, and could see at least two ways this could be implemented: Center MS requires Geo, non-Center requires Alg... or the 1.5% allocation per MS round requires Alg, and then the remaining at-large pool requires Geo. It's a balancing act, and I don't think the sole point of TJ is for kids to access classes beyond what is available at base. That may be one major component of what TJ offers and why it's important, but the problem is when folks treat that as if it is the sole and exclusive function/purpose.

Particularly agree with the bolded para. Aside from the pressure/mental health/culture concerns, it has also been noted that when kids get force-accelerated like that they often don't grasp the fundamentals as deeply, and eventually this can come back to bite them when they hit a wall in HS or College where their "good enough" grasp of the material and general test-taking acumen are no longer sufficient for success.[/quote]

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