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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Anyone with an advanced math student knows this is all true. The only ones denying don't have strong math students. [/quote]

I completely agree with this sentiment.   [/quote]

+1. My kid's principal recently announced that the school will be piloting E3 math next year for all students. At Q&A time one of the parents asked if 5th graders in Advanced Math would continue to take the 6th grade Math SOL under the new program and if 6th graders in Advanced Math would take the 7th grade Math SOL. The principal hemmed and hawed and did not say yes. Students who don't take the 7th grade Math SOL in 6th grade in our district and pass advanced cannot take Algebra in 7th grade. How is that not detracking math? [/quote]

I don't see a problem with what you're deeming "detracking" of math.  Sounds like this is making sure kids are taking the most appropriate level of math.  As a PP described, pushing the highest levels as early as possible doesn't always pan out the best way.  Main reason slowing down the progression has been looked at is because a lot of students fall off the advanced math path by the time they get to Alg 2 in high school.
This isn't de-tracking.  Quite the opposite - it's actually properly tracking kids onto the best path for them.[/quote]

Did you have a rising 5th grader in Advanced Math? Serious question. If so, would you be okay with them not taking the 6th grade math SOL? If the answer is yes, don’t complain when your child is used as a peer tutor for the next two years.[/quote]

I did have advanced math 5th graders go to 6th -- and both chose to stay at grade level instead of pushing up.  
Unfortunately, one was caught in the ridiculous interim changes of the past few years teaching 6-7-8 all together nonsense.  Chose to stay grade level for 6th, continued to choose to stay at grade level despite teacher recommendations to jump up.
And yes, I'd be fine not taking the middle school SOLs.  Only reason to do so would be to earn the high school verified credits needed for graduating high school - like for World Geography in 8th grade.  But they still have plenty of time to earn the few required verified math credits during 4 years of high school.

Regardless, I'd be very happy for my child to have had the opportunity to be a peer tutor.  Good experience, reinforce their own knowledge and understanding of the concepts (that would have been presented and pushed earlier than necessary) - and their ability to explain it comprehensively to others.  It also shows them how difficult teaching can be and that not all people learn the same way or as easily.  They may have had to look at the problems differently and figure out a different way to explain the concepts as they tutored peers.
[/quote]

This is a horribly misguided philosophy that's often pushed as an way to make people not feel bad about ignoring the gifted/advanced kids in a class. Sure, once-in-awhile peer tutoring, or peer tutoring as a specific elective/after school activity is fine and can build some skills, but having the advanced kids serve as tutors to their peers in lieu of actually getting appropriate instruction for their level long-term is not an acceptable solution.

Realize that it takes specific skills to be a teacher beyond just 'i know the material'. (Otherwise, why would we ask teachers to be certified? trained in teaching? Why not just hire a high-school dropout to teach the middle school kids?)

See this link for a decent article on the topic: https://www.giftedguru.com/why-you-should-not-use-gifted-students-as-tutors/[/quote]

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