Reply to Is FCPS ending advance math for students who are not in AAP?

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Reply to "Is FCPS ending advance math for students who are not in AAP?"

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[quote=Anonymous][quote=Anonymous]Teacher here. I'll try to explain this briefly.

When I am talking about cohorts, the first cohort are kids I taught last year. I am looking at their data against this year's kids' data. So, there is no way to tell based on what I shared how the prior year advanced kids are doing compared to the E3 group I am teaching now (well, I and another teacher).

What the data did show is that the E3 group scored higher on the i-ready assessments and VGA compared to the prior year's small cohort of advanced kids. If anything, what I found troubling for the now 6th graders was the clustering below this larger cohort. I don't know how they are doing now, but admin is following these kids.

For the larger cohort, they are performing better than nearly 80-90 percent of the kids who were in the advanced cohort the year before. There is no way to tell how E3 impacts high performers beyond noting that they don't score as highly as the top handful of kids in the prior year cohort, but greatly exceed pretty much all of the other kids in the prior year cohort.

One theory is covid, but these kids were part of that shitshow, so we don't think it's necessarily that. Some people think it's E3, but my working theory is that we probably could push more kids than we were previously. My guess is that is why the large cohort this year is outperforming the smaller cohort. More kids being exposed to advanced content means more kids who were missed before.

What is very interesting is the data does suggest there is a tiny cohort of kids who would benefit from further acceleration beyond one grade but the overwhelming bulk of kids are doing incredibly well with just one year of acceleration, placing them on the path for Alg. 1 in 8th grade. [/quote]

Thanks, very interesting information.  My takeaway is that it is neither the children or teachers, but rather the instructional framework for math in the US that is the problem.

The US should look to how math is taught in Europe and Asia and introduce more advance math concepts such as simple algebra in late elementary school. Allowing for math and its use to make sense to kids at an earlier age.

Unlikely to happen anytime soon if at all.

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