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[quote=Anonymous][quote]Part of the acceleration push was the fact they it was felt in order to have kids ready for college they had to be at a certain all along the chain so they were pushed grades ahead in math so they could reach geometry by 10th, etc. What was discovered is that while the kids were doing geometry they did not have a strong understanding of the math concepts - yes I'm sure the really gifted children did but the majority of students that were accelerated didn't. Once they reached college they were NOT, in fact, better prepared for college level math. SO now they are trying a new approach to give kids number sense. Personally I'm sure there is a happy middle ground for everyone.- acceleration for kids that have show they can handle it and more depth for everyone. I'm waiting and seeing I think there will be many modificiations as we go to meet the needs of the students. Is this the right answer to teaching? Who knows. But the other way was not working for the vast majority of students so that wasn't really working either. Teacher preparation is also very important. You see it in science being taught, math etc. The teacher's are generalists amd they may be very good at writing and reading and not so strong in math and science.[/quote]

You miss the point.  No one is advocating an acceleration push so spare us a discussion about all the things that may go wrong when students are inappropriately pushed or accelerated or placed in the wrong classroom.  We get this.  No one is advocating acceleration push of MCPS children.

MCPS should not stand in the way of kids ready to accelerate and move on if they are capable and willing...and demonstrate so.  This option should never be taken off the education table...even if MCPS and their teachers screwed up in the past because they could not evaluate kids in math and accelerated 40% of kids nevertheless to meet some unsubstantiated quota.  That's the fundamental problem...a senseless solution.  So now with subject acceleration and advancement off the table, MCPS has boxed itself into another senseless position of having their inadequate math teachers provide the math enrichment and acceleration to capable students within the same classroom. But, I gather since the teachers cannot evaluate the curriculum 2.0--they do not have the tools-- they cannot therefore provide the differentiated instruction!

At some schools, are quickly finding out the curriculum 2.0 they bought is short changing many students because either the system and/or teachers can't implement it or it is not what it is cracked up to be after 2 years.  [/quote]

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