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[quote=Anonymous]I’m one of the frequent PPs posting a few pages back chiming in again.

I have a 5th grader who has scored at the top (98th percentile+) of every test she’s given, including math inventory, SOLs, MAP, cogat.  She is, indeed, bored to tears; she’s never learned anything in math in school. She’s been alternately ignored and randomly targeted for “extension” that teaches her nothing (the extension is a normal curriculum for her at the school she attended before this one). There is no other differentiation: everyone receives the same weak large group instruction, same weak homework. As far as I can see, no kid would know this material well if APS was their only source of math instruction.

My main issue is this: it does no child a great service to do this. My kid will likely go on to pre-algebra next year, which is a combined 6-7-8 year. It cheapens the math 6 material and cheapens the pre-algebra foundation. What would serve my child (and others like her) better is to teach her math 6 now, and have taught her math 5 last year. I don’t agree with the rapid acceleration of the material at the pre-algebra level and I do wonder if it’s the weak base - the weak elementary curriculum plus then cramming math 6/7/8 - that causes issues for Algebra I intensified or beyond.

There is a really huge problem with this approach, and I cannot figure out how the equity sharks have justified this. This isn’t equity at all. Let the kids differentiate earlier and provide the solid base that they need.

That’s my $.02. If we didn’t have the luxury of knowing how to supplement, we would be looking at private schools. [/quote]

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