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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]In our case, kid completed Algebra and Geometry in DCPS middle school and the private school placed him in honors Algebra I/Geometry as a freshmen. I'm okay with this, as the grade inflation at DCPS is out of hand, so an "A" can mean anything my mastery to a vague understanding of the material.

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I’m very curious to see how this class goes. My child only took algebra in 8th and was placed in the honors algebra/geometry for the fall too. Sounds like it will be a mix of people and I’m wondering if she should start learning geometry this summer. [/quote]

If this is the “principles of algebra and geometry” course at ncs here is the deal:

Kids who are weak in math coming from the MS or kids new to 9th who did poorly on the placement test.  It usually is between 9-15 students, so small.  This course was implemented as the weaker algebra students were not successful in geometry - either flat out failing it or killing themselves for a low grade (C or B) in the non-accelerated geometry.  It covers all the geometry topics, but they do not make the kids do the really challenging problems or do proofs.  They are prepared with enough geometry to be successful on ACT/SAT and in future math courses.  Since the students have all seen algebra before (a requirement for NCS), this isn’t a full algebra course, but really remediates the basic core topics they need for success in algebra 2 and beyond - factoring, graphing lines, writing equations for lines, solving systems of equations, re-expressing formulas,  dissecting word problems etc.

The student complete the course with a decent grade that won’t kill their GPA, didn’t have to overstretch themselves so they can spend adequate time on other things like physics and the intense writing for English and western civ, and then are placed into traditional algebra 2 as a sophomore allowing them to reach calculus senior year.  Traditional algebra 2 is a better fit where they can be successful for this cohort compared to geometry for a few reasons:

They are a year older, more adjusted to the expectations of upper school

Geometry in 9th is either traditional geometry (still hard with proofs) or accelerated geometry (top 15-20ish kids).  So that means in traditional geometry there are still some very strong students and the pace is fast.  For tenth grade the lower kids from geometry and the kids from principles make up the algebra 2 class, the top kids from geometry and the lower kids from accelerated geometry move to accelerated algebra 2, and the top kids from accelerated geo move to honors algebra 2 with the gifted incoming freshmen who are permitted to skip geometry.  [/quote]

Aren’t most girls at NCS in Algebra II freshmen year?  The concepts you are describing from Algebra I and geometry are very basic. Is it even allowed to be called geometry without proofs?  Seems like most good students had geometry with proofst in middle school?  I wouldn’t describe those type of kids as gifted, just average smart.  Is NCS rigor just in other courses and not math? [/quote]

8th grade math at NCS is Algebra I, so most 9th graders are in Geometry. This is common at most private schools. Girls joining the class in 9th grade from public schools tend to be more accelerated in math (geometry in 8th is more standard in public schools) and will often start 9th in Algebra II with the 10th grade girls. [/quote]

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