Reply to VADOE adjustments to advanced math track

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[quote=Anonymous][quote=Anonymous][quote=Anonymous]We have a working tracked system - it needs to be stronger in its selection, and select and track more, rather than less, but overall it's ok.   
What's not ok is the SJW rhetoric, and hopefully this will be toned down and turned down a bit for the next 4 years as FCPS will interact with a VDOE less friendly to its ideology.
[/quote]

I'd actually argue (and this is something I think VMPI gets totally wrong) is that we currently *have* differentiation, not tracking. Tracking is a practice from decades ago, where you'd be labelled as 'track 1/2/3' and then that would determine your fate for the rest of your K-12 career. No ability to move up or down. VMPI has stated that's what we have today, but I'd argue *they are wrong*.

If you are accelerated in the math curriculum today and do poorly, you can repeat the class to get more foundation. There's nothing preventing that. Likewise, if you suddenly start to 'get' math later than some others, summer school is available to get you caught up to the next level.

What VMPI was (at one point) saying was that we needed homogenous classrooms for equity purposes - everyone who's a grade behind to the kid 3 grade levels above in the same classroom. With 'flexible grouping' to deal with the differences in aptitude.

The problem with that model is, at some point the teacher still has to go over concepts with the whole class, and when one kid gets it on day one and another kid needs it repeated daily for three weeks, you have problems. The only way to avoid that I can see is basically almost always having the groups separate and working on different things... but then there's very little instructional time for each group. At that point, why not separate kids into different classes by ability so that every kid can have more focused, appropriate attention from the teacher?[/quote]

Wouldn’t AAP be considered tracking?

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