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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]
I think this is off too.  Going from 260s to 290s while they are at home doing normal 3-5th grade homework and maybe some supplement just wouldn’t happen.  I can’t imagine the type of out school work a kid would be doing to have these gains.  My child has ranged from high 250s-low 260s in 3,4, and now 5th grade.  So it is clear he has a high level of math skill but also hasn’t been learning anything new in a long time.  We try at home, but we our best at home, it isn’t enough.  I think ultimately he would benefit from being in an actual math class at school that is teaching him new material, which is why I’m considering alg I in 6th grade.  I expect it to be a mix of some review and some new material. [/quote]

From my experience: our child scored 275 on NWEA MAP 2-5 in 4th grade (due to Covid acceleration), got a raw 60/60 on the IAAT in 5th grade, perfect SOL - they're now completing Algebra I in sixth grade.
Although only about 2.5% of their cohort was admitted to Algebra in 6th grade, it's clear that some of the other kids shouldn't be there and a dragging down the level of instruction compared to what could be done. (They score 80-90% on tests that allow Desmos...)

Unfortunately, if I were you, I'd still be pushing for Algebra in 6th grade for the alternative of more school-level prealgebra is worse and a waste of time.

But I would have my child go deeper in prep: make sure they're at the mastery level of all Alcumus Prealgebra subjects, and potentially pay for them to take the online version of Prealgebra 1 + 2 at AoPS (or the in-person version if you can afford the money and logistics). We also did their Algebra A course when our child was in 5th grade. Then school-level Algebra I will indeed be mostly review and they can focus on working ahead on the Geometry and Intermediate Algebra, which we're addressing now.

Also make sure they participate in AMC-8, Math Kangaroo, and Mathcounts and engage in regular practice there.
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It seems you essentially homeschool your child. Not sure why he’s taking 6th grade Algebra at this point, maybe for credit or because it’s the most accelerated path available at the school.

What is really rubbing me the wrong way is how you claim the other kids scoring in the 80-90% don’t belong to that class, when in fact it’s your own child that doesn’t belong there having already completed the material. You have the expectation that 6th grade algebra should somehow be modified to match your child’s level and not the level of the other students in the class that were placed appropriately.

Kudos to the kids that work hard, but sometimes the parents of these children are so insufferable and disparage other kids when most likely there are equally as bright, but just don’t have the early exposure to accelerate them along the math pathway.
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Ha ha. The kids scoring 80-90% are not the kids who "work hard" - they're the entitled ones who bully those kids who work hard.

A typical conversation between them and my kid: "What did you do last weekend?" "I went to the Mathcounts state competition." "Nerd, I played video games all Saturday."

Also, side note, we don't use the term "accelerate" - those of us who understand Newton's Second Law of Motion leave such underhanded insults to the likes of Jo Boaler and Tina Mazzacane.

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I was distressed to see the new AOS math teacher send out a video by Jo Boaler.[/quote]
That is not a good omen for the course.[/quote]

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