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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]My DC is not that precocious in math and took Algebra I in 7th grade, along with many other kids in his AAP class.  However, what I have heard is that for the kids who are super-advanced, the logistical headaches make the grade acceleration more trouble than its worth.  Several of them have said that if they could do it over again, they wouldn't have accelerated that much.

Think carefully before moving ahead so much in math.  If your DC takes Algebra I in 5th grade, then takes Geo in 6th, Alg II in 7th, Precal in 8th, Calc in 9th, multivar in 10th.   Then math at GMU for 11th and 12th?  [/quote]

I currently teach middle school Geometry and I can't imagine a 6th grader having the maturity to take Geometry - it's a lot more than being good at math - it requires organization, planning, and patience.  It would be a struggle. [/quote] How much of this is due to the subject itself vs how the course is structured? Plenty of kids take AoPS geometry, which is far more challenging than even the honors geometry at TJ and other magnet programs: https://artofproblemsolving.com/community/c70h2719403_in_what_grade_did_you_take_geometry (ignore the spike at first grade - that's used as the "show me the results" option)[/quote]

Not PP. As a middle school parent, I [b]want and need[/b] the course to be structured so that my kid is increasing in organization and planning in 8th grade. I have an eye toward my kid heading off to college where she will be able to do well in courses with basically notes and tests (or papers/projects) and nothing else. That means that I want and need her teachers to be increasing not just the rigor of the coursework, but also removing the scaffolding slowly so she gets there. That's also true of my upper elementary schooler, but she needs a lot more scaffolding than my middle schooler even as they just start in on the process of handing more of her work and responsibilities over to her.

It's not appropriate to slow down the life skills progression of middle school - with a credit bearing class, to boot - just because a kid is precocious. The school should figure out another way to meet this student's needs.[/quote]

Special ed focuses on the bottom end of the academic scale not on the top end.[/quote]

Special Education focuses on kids with learning issues, some of whom are very smart and some of who are low IQ. The Twice Exceptional student is very real. Kids with high IQs who are struggling to grasp material due to learning issues, whether that is because of learning disabilities, ADHD, Autism or some other issue, receive services on a regular basis. There are kids who receive services who are low IQ who need different types of services but please don't think that there are not bright kids receiving services, there are a lot of them. [/quote]

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