Kids in compacted math can take Algebra 1 in 7th grade (but some slow down and take it in 8th). The earliest kids in the on-grade-level ES math sequence can take Algebra 1 is 8th grade (and the default is to take in 9th).

I don't understand why someone would not be "behaviorally" ready for math 5. Behavior problems interfere with learning at any academic level. And sometimes behaviors problems are caused by academic boredom.

There's not much math content before Algebra.
That's why some kids easily do 2 years at a time and are ready for Algebra by 5th, 6th, 7th grade.
Middle school is very flexible. When your child is ready for algebra, they can start. Then the path is more rigid with less overlap between courses, and the big question is whether you think that they can handle honors if they wait a year later, or if they can handle honors starting even a year earlier than planned.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s impossible to know if an elementary schooler without “maturity” may become more mature in middle school or not, so everyone (teachers, school) will be making the decision based on what is best for your child right now for next year. I personally would err on the side of trying the more challenging course and dropping down if it’s too much for a kid on the bubble.

Right, but the question is, if they do find it too stressful and want to drop back down, are they dooming their middle school math trajectory.

DP. Regardless of its impact on MS math trajectory, they need to understand the concepts before they move on to the next level. If they think CM is hard/too fast, they may need to be in a level more appropriate for them or some serious tutoring so they get up to speed.

Obviously. The question is still - do students who didn't do Compact Math still have a pathway to taking more advanced math later if they are ready for it alongside peers who happened to do CM in earlier years. This scenario doesn't just apply to kids who weren't ready for CM in 4/5 (often behaviorally, not academically), but also kids in a language immersion program, kids who transfer to MCPS from other districts, etc.

What math classes do sixth, seventh, and eighth graders have available to them? What determines which class they take?

The answer is yes, there is a pathway, but it’s not an ideal scenario. The advanced 6th grade course at our middle school is AIM. There were a few kids who went from math 5 in 5th to AIM in 6th at our middle school. I don’t know whether there were any formal efforts to teach the kids the math 6 content that they skipped over or not but in that scenario, it was certainly skipped. My kid got the impression that those students were often visibly confused in AIM. That said, a lot of earlier concepts are repeated/reinforced in AIM.

If you want to see the pathways available at your middle school (and the options do vary a bit based on school), go on the website and look up course registration info. The math teacher will make a recommendation each year.

I do want to address what you said about behavioral readiness, though. If your child’s behavior is getting in the way of proper academic placement in upper elementary, I encourage you to get an evaluation if you have not already considered it. It could absolutely just be a maturity thing but often by upper elementary, behavior stuff indicates other needs that may need to be addressed, even in very bright kids.

Under the current practice, MCPS evaluates all 5th grade students for placement in the MS Math magnet pool, which also confers a guarantee, more or less, of placement in the most advanced standard math track in middle school. (I use "standard" because there are a few kids who end up accelerating yet more, but getting into that would derail this thread, as it has so many others.) That would be AIM (old) or AMP7+ (newer) in 6th grade, followed by Algebra in 7th and Honors Geometry in 8th.

A student doesn't have to have been in "Compacted" Math 4/5 & 5/6 in 4th & 5th grade to be placed in the pool, but it helps with the exposure to additional concepts that leads to higher MAP scores, which are part of MCPS' criteria, along with grades and reading level. Those criteria cover only the beginning of 5th grade (1st quarter report card & Fall MAP-M, with a look-back to the end of 4th Spring MAP-M), though, and those in Math 4/5 & 5/6 are only about a half year ahead at that point.

A student also doesn't have to be placed in the pool to be placed by the local MS into that track -- the MS Math lead should be reviewing student profiles with elementary teachers to assist them with placement decisions. However, one might guess that that is relatively rare, and it would involve skipping 6th grade Math and possibly half of 7th (summer study may help with that).

Further, initial placement in ES accelerated Math can be changed based on classroom observation. Teachers can recommend a shift up or down mid-year, and schools might do the same between 4th & 5th grade.

There also is an acceleration beginning in 6th available. The AMP6+/AMP7+ courses cover 6th, 7th & 8th grade curricula in 2 years, leading to Algebra in 8th grade. This is the path an MS Math lead most likely might choose/suggest for a succeeding Math student not having accelerated in ES, as it provides curricular continuity.

There are other possibilities, but I think this covers the issue as presented. Remember, though many MCPS students get to Algebra or Geometry in MS, these are HS courses carrying HS credit, go on the transcript and determine the year in which the MSDE-graduation-required Algebra assessment is taken.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s impossible to know if an elementary schooler without “maturity” may become more mature in middle school or not, so everyone (teachers, school) will be making the decision based on what is best for your child right now for next year. I personally would err on the side of trying the more challenging course and dropping down if it’s too much for a kid on the bubble.

Right, but the question is, if they do find it too stressful and want to drop back down, are they dooming their middle school math trajectory.

DP. Regardless of its impact on MS math trajectory, they need to understand the concepts before they move on to the next level. If they think CM is hard/too fast, they may need to be in a level more appropriate for them or some serious tutoring so they get up to speed.

Obviously. The question is still - do students who didn't do Compact Math still have a pathway to taking more advanced math later if they are ready for it alongside peers who happened to do CM in earlier years. This scenario doesn't just apply to kids who weren't ready for CM in 4/5 (often behaviorally, not academically), but also kids in a language immersion program, kids who transfer to MCPS from other districts, etc.

What math classes do sixth, seventh, and eighth graders have available to them? What determines which class they take?

OP: students do not have to accelerate in ES school in order to accelerate in MS. Students should initially be recommended for a MS math course by their 5th grade teacher. That recommendation along with other data that makes up the students profile should be discussed between the MS and ES.

Students can take AMP6 or AMP6+, or AIM if they are ready.

Similarly, students can decelerate if that is what is needed or desired. So a compacted 4/5 student can decide or be placed in AMP6, AMP6+, AMP7, etc based on what best for that student.

If you have questions or concerns, talk to your child’s teacher and/or the Math lead at the MS.

Anonymous wrote:

Anonymous wrote:It’s impossible to know if an elementary schooler without “maturity” may become more mature in middle school or not, so everyone (teachers, school) will be making the decision based on what is best for your child right now for next year. I personally would err on the side of trying the more challenging course and dropping down if it’s too much for a kid on the bubble.

Right, but the question is, if they do find it too stressful and want to drop back down, are they dooming their middle school math trajectory.

DP. Regardless of its impact on MS math trajectory, they need to understand the concepts before they move on to the next level. If they think CM is hard/too fast, they may need to be in a level more appropriate for them or some serious tutoring so they get up to speed.

Anonymous wrote:It’s impossible to know if an elementary schooler without “maturity” may become more mature in middle school or not, so everyone (teachers, school) will be making the decision based on what is best for your child right now for next year. I personally would err on the side of trying the more challenging course and dropping down if it’s too much for a kid on the bubble.

Right, but the question is, if they do find it too stressful and want to drop back down, are they dooming their middle school math trajectory.

It’s impossible to know if an elementary schooler without “maturity” may become more mature in middle school or not, so everyone (teachers, school) will be making the decision based on what is best for your child right now for next year. I personally would err on the side of trying the more challenging course and dropping down if it’s too much for a kid on the bubble.

As an elementary school parent, I'm curious how much doing Compact Math in 4th and 5th grade makes a difference for Middle School. If a child does NOT do Compact Math, can they still take the more advanced track math classes in middle school? How does middle school math placement work? Thinking of kids who are good at math but just may not have the maturity to deal with the faster pace at the younger ages.