I thought I read 93 on the FCPS site but it may actually be 91 if you're reading from the source.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Friend is an AAP teacher in MS in FCPS and they are seeing more and more kids with math issues, not ready for/failing Algebra in grade 7.

Remember, Grade 7 Algebra is High School Algebra 1. Students have to take the Iowa Algebra Aptitude test in 6th grade and get a 93 before they even can get into the class. So, what you say is highly unlikely..

I wish the "sky is falling" people around here would kind of water it down a little bit...

Is it a 93 or a 91 on the IAAT?

Anonymous wrote:

Anonymous wrote:Friend is an AAP teacher in MS in FCPS and they are seeing more and more kids with math issues, not ready for/failing Algebra in grade 7.

Remember, Grade 7 Algebra is High School Algebra 1. Students have to take the Iowa Algebra Aptitude test in 6th grade and get a 93 before they even can get into the class. So, what you say is highly unlikely..

I wish the "sky is falling" people around here would kind of water it down a little bit...

Is it a 93 or a 91 on the IAAT?

Anonymous wrote:Friend is an AAP teacher in MS in FCPS and they are seeing more and more kids with math issues, not ready for/failing Algebra in grade 7.

Remember, Grade 7 Algebra is High School Algebra 1. Students have to take the Iowa Algebra Aptitude test in 6th grade and get a 93 before they even can get into the class. So, what you say is highly unlikely..

I wish the "sky is falling" people around here would kind of water it down a little bit...

Friend is an AAP teacher in MS in FCPS and they are seeing more and more kids with math issues, not ready for/failing Algebra in grade 7.

My child goes to TJ. There are a few things going on here. First, there are no kids at TJ in "remedial math". What that article referred to was the fact that 1/3 of last year's freshman class had a B average or below which meant they were on the academic watch list and were receiving extra tutoring (students must maintain a 3.0 GPA to stay at TJ). The low grades in the math classes were partially due to the vast majority of students entering TJ having already taken Geometry in middle school, as opposed to just a few years ago when most students took Geometry in 9th grade at TJ. Since classes at TJ are taught at a higher, more accelerated level, the students who had already taken Geometry weren't as well prepared for the Algebra 2/precalculus curriculum as they were in the past. Also, many of the newer math teachers do not give partial credit for test answers that may have been done correctly, except for perhaps missing the correct units or reversing a sign.

I agree with the article that the admissions process is not designed to select math geniuses. The math portion of the admissions test only counts for 20% of the final decision while test essays and the student information sheet (which this year was 3 very subjective essays given under controlled testing conditions) count for 45% of the final decision score. There seems to be a disconnect between the admissions office and the school staff as to what kind of student they believe belongs at the school. For example, the biology teachers design tests that reward rote memorization of picky little points (ie: what's the chemical formula for this one particular enzyme), instead of testing on the overarching concepts and problem-solving. But the admissions office seems to be selecting students who have a strong interest in STEM, as well as being more holistic thinkers - these students are not doing well on these tests, and the overwhelming majority of their grades is based on tests and quizzes, not labs.

To many qualified students have been turned away from TJ to allow students who need help in remedial math to take their places. There are 10 students who were denied a space for every remedial student at TJ. That is why this year, an independednt panel is deciding. Long over due IMHO.

Well golly gee, TJ was still rated #2 IN THE NATION last time I checked... LOL. The article that was mentioned sounds a little like sour grapes. EVERYTHING needs to change with the times. EVERYTHING has to adapt. And sometimes it may not go as smoothly as we would all like but change can be a very good thing...

Anonymous wrote:Why were these kids not sent back to their neighborhood schools instead of extra resources spent on trying to keep them at TJ?

I think it is indicative of the push to have more and more students take higher and higher math classes. They are going through them so fast they are not developing the longterm memory needed to retain it. Yes, they understand it when they see it, but it doesn't stick. I wonder how many of these kids took a math class in the summer, to get another "year ahead". If the child was "bored" in math, perhaps it is because, sometimes math is boring. Sometimes building a good foundation is boring. Sometimes the number of repetitions is boring but it builds memory in the mind.

I am sure if you ask each individual parent, (who pushes their child to take math classes in the summer or to take Algebra in 6th grade or whatever) they will tell you that their child is different.

Anonymous wrote:What is the source on this OP? Do you teach at TJ? Was there an article in the Post? Did your neighbor tell you?

http://articles.washingtonpost.com/2012-05-25/opinions/35458412_1_jefferson-students-admissions-policy-math-and-science

What is the source on this OP? Do you teach at TJ? Was there an article in the Post? Did your neighbor tell you?

Anonymous wrote:Because they would probably ace math at their neighborhood school and not be challenged.

From what I understand, TJ students are taking higher level math than typical students and the pace is faster.

Horsecrap.

Calculus is not offered in middle school, so these kids who failed at TJ could just have easily taken calculus or higher in their neighborhood HS.

If these TJ kids that needed remedial math can't keep up with other TJ kids that did well, then they probably didn't deserve to be there. Or, go enroll in a liberal arts IB program because they probably won't major in a technical degree in college anyway.

A total waste of resources just to keep these kids at TJ.

Anonymous wrote:Why were these kids not sent back to their neighborhood schools instead of extra resources spent on trying to keep them at TJ?

Oh, this is dangerous territory, OP. Dangerous, indeed.

Because they would probably ace math at their neighborhood school and not be challenged.

From what I understand, TJ students are taking higher level math than typical students and the pace is faster.

Why were these kids not sent back to their neighborhood schools instead of extra resources spent on trying to keep them at TJ?