Anonymous wrote:Reports from my kid are that his friends are already struggling in functions. Kids who have always got 100 percent getting 30 percent for example. Very glad I discouraged him from taking the test. I really don’t see any benefit here.

30% is not a problem. The grading is curved fairly. That means it's a good test that won't stifle anyone with a low ceiling.

Blair SMACS is a Science, Math, and Computer Science magnet.

If you are there for Science or Computer Science, you don't need Functions.

If you are there for Math, Functions is your chance to catch up to the kids from WPES (or continue on your path if you are from WPES) and have a once in a county opportunity to take amazing math classes in high school.

You don't even need to take extremely advanced math if you take Functions in 9th. You can continue to Analysis 1 (Calculus) A/B in 10th, Applied Stats and Discrete Math in 11th,

and Sports Stats (project) or
Analysis 2 A (half of Multivariable Calculus) or Linear Algebra, in 12th.

When my kid was there (7 years ago) about 1/3 of the function kids dropped to precalc and a chunk of pre calc kids dropped to geometry (even though they had taken it before)

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Reports from my kid are that his friends are already struggling in functions. Kids who have always got 100 percent getting 30 percent for example. Very glad I discouraged him from taking the test. I really don’t see any benefit here.

Isn't this a good thing?? Kids that always get 100% are not learning efficiently because they likely already know everything. I would Love for my kid to have this specific opportunity to encounter something hard and initially fail at it, before college.

Is it a good thing? Maybe. But 3-5 hours of homework a night for one class doesn’t sound good to me.

Don't believe the myth, not even close to that.

Anonymous wrote:

Anonymous wrote:Reports from my kid are that his friends are already struggling in functions. Kids who have always got 100 percent getting 30 percent for example. Very glad I discouraged him from taking the test. I really don’t see any benefit here.

Isn't this a good thing?? Kids that always get 100% are not learning efficiently because they likely already know everything. I would Love for my kid to have this specific opportunity to encounter something hard and initially fail at it, before college.

Is it a good thing? Maybe. But 3-5 hours of homework a night for one class doesn’t sound good to me.

Anonymous wrote:

Anonymous wrote:Reports from my kid are that his friends are already struggling in functions. Kids who have always got 100 percent getting 30 percent for example. Very glad I discouraged him from taking the test. I really don’t see any benefit here.

The benefit is that kids who love math and excel in it can go on to take more math later in their high school years.

My kid has taken health over the summer so that frees up a spot for a higher level math elective later in their high school years (if desired) without putting them under unnecessary pressure in 9th. Seems like a much more reasonable approach to me.

Anonymous wrote:

Anonymous wrote:Reports from my kid are that his friends are already struggling in functions. Kids who have always got 100 percent getting 30 percent for example. Very glad I discouraged him from taking the test. I really don’t see any benefit here.

Were they not able to switch back to precalculus, once they realized thye are struggling?

Yes they can but it’s only been a week and a couple of days of school. I assume they would want to give it a little longer.

Anonymous wrote:Reports from my kid are that his friends are already struggling in functions. Kids who have always got 100 percent getting 30 percent for example. Very glad I discouraged him from taking the test. I really don’t see any benefit here.

The benefit is that kids who love math and excel in it can go on to take more math later in their high school years.

Anonymous wrote:Reports from my kid are that his friends are already struggling in functions. Kids who have always got 100 percent getting 30 percent for example. Very glad I discouraged him from taking the test. I really don’t see any benefit here.

Were they not able to switch back to precalculus, once they realized thye are struggling?

Anonymous wrote:Reports from my kid are that his friends are already struggling in functions. Kids who have always got 100 percent getting 30 percent for example. Very glad I discouraged him from taking the test. I really don’t see any benefit here.

Isn't this a good thing?? Kids that always get 100% are not learning efficiently because they likely already know everything. I would Love for my kid to have this specific opportunity to encounter something hard and initially fail at it, before college.

Reports from my kid are that his friends are already struggling in functions. Kids who have always got 100 percent getting 30 percent for example. Very glad I discouraged him from taking the test. I really don’t see any benefit here.

Anonymous wrote:Logistically, there are no real benefits. Functions kids get one extra semester of magnet electives.

They get an extra semester of magnet MATH electives. That means that they will have to take an extra advanced math elective in senior year while working on their senior research project. If they're good at math, but math isn't their love, it's not the best option. (The same applies for the accelerated CS path - the students sign an agreement that they will take an advanced CS class to replace skipping Foundations of CS B.)

Last year, my kid started in Functions, but then they found out they have to do 4 full years of math courses anyway, and taking Functions just means they'll end up with one semester of even more advanced math without the guarantee of college credit. They dropped back into Precalc A so they could take it easier.

I will mention, my kid did not think the Precalc A teacher was a good teacher, although they think she's a nice person. She mostly teaches by giving worksheets, but not by actually teaching the concepts. The Functions teacher also teaches Precalc B, and my kid thought he was an amazing teacher and did better in Precalc B than in A.

Anonymous wrote:My DD is selected for Functions in Blair. Is this helful in any ways? Also if she wants to go back to regular precalc, in case she is not able to continue, is that a option?

Yeah I suppose it can be somewhat hellful too, but mostly just pretty helpful for kids who love math.

The recommended course assignments went out a while ago. Are you posting now because she was in Precal and they suggested she move up to Functions? I've never heard of that happening personally but if the instructor suggested she do that definitely give it a try as it's easy to move back.

If your child is already in Functions you know very well she wasn't magically selected. You had to apply by taking time from your summer to take a test which you either passed or did not.

Anonymous wrote:My DD is selected for Functions in Blair. Is this helful in any ways? Also if she wants to go back to regular precalc, in case she is not able to continue, is that a option?

Yes, you can always switch from Functions back to Magnet Precalc (and lots of kids do.)

Functions is great for super mathy kids who might not otherwise be challenged. Logistically, there are no real benefits. Functions kids get one extra semester of magnet electives.

I would let her do it if she’s interested, but wouldn’t push it if she’s not.

My DD is selected for Functions in Blair. Is this helful in any ways? Also if she wants to go back to regular precalc, in case she is not able to continue, is that a option?