Anonymous wrote:

Yes the numbers are only for kids that took Algebra after middle school so they are kids that were never strong in math to start with..combined with the fact that numerically the test is irrelevant to kids that did well.

This is how 2.0 is supposed to close the gap.

The students who are good at math will no longer be able to accelerate in large numbers. Their scores will be co-mingled with students who do not do well in math. This will raise the overall scores and let MCPS claim success which is just plain wrong. The students doing poorly in math will receive no additional help, they will simply be hidden by the others.

For the truly gifted math student, it's too bad that there will be less avenues to progress. But I have to admit, slowing down my child's math acceleration around the 6th grade was the absolute best thing that happened. My child is now taking honor math courses and "gets it" and has done exceptionally well on all finals and the HSA. No more struggling, which really helped my child increase self-esteem with regard to math abilities. We also had peer issues with being viewed as one of the "remedial math kids", even though my child was learning grade level math. I can't tell you how many parents have shared the same story about their child. I can't tell you how many families I know who are secretly hiring tutors just to get their kid to stay ahead. It's nuts, and it's harmful for the kid on so many levels. That said, I realize it is extremely difficult to strike a balance, and I hope that the truly gifted find ways to remain engaged and stimulated.

Anonymous wrote:
In elementary school with 2.0 its getting worse. Kids have already figured out that they get a P if they get 100% correct and they get a P if they get 70% correct. There's more of a disincentive to try to do better than 70% because the kid's get disappointed when they don't get an ES. An ES is not about performing at the top or doing really well on something, its about spontaneously demonstrating something that was never taught or brought up in class.

Then teach your children that school (especially elementary school!) is about learning, not about a grade.

Again -- this news story is about the non-high-achieving students. Let's talk about them for a change.

Anonymous wrote:Actually 2.0 will still allow Algebra in 8th grade for stronger students so that will not exactly fix things for MCPS.

Actually, under 2.0, Algebra I in 8th grade will be on-grade-level, in 7th grade will be above-grade-level, and in 9th grade will be below-grade-level. So the situation, on the whole, will be more or less exactly as it is now.

Also, how many posts did it take before we were right back at the "MCPS is holding back high-achieving students to close the achievement gap" conspiracy theory? When the point of the article is that MCPS is (arguably) failing the NOT-high-achieving students. But who cares about them, I guess.

Anonymous wrote:Actually 2.0 will still allow Algebra in 8th grade for stronger students so that will not exactly fix things for MCPS.

But, the pass rates for Algebra in 8th grade are not actually that great right now. Once all the kids who were previously accelerated in Algebra in 6th and 7th grade (a large number in 7th grade) are no longer accelerated, they will be lumped in with those in Algebra 8. Magically, the pass percentages in Algebra 8 will go up.

Why hasn't the county held teachers accountable for student performance? (I understand this is coming)

No, its not. Starr is still fighting MD for MCPS not to use student performance on tests as a relevant % of teacher evaluations.

Why do we have so many students who think it's okay to fail an exam, or not study for it, even if it means you still get a decent grade in the course?

In elementary school with 2.0 its getting worse. Kids have already figured out that they get a P if they get 100% correct and they get a P if they get 70% correct. There's more of a disincentive to try to do better than 70% because the kid's get disappointed when they don't get an ES. An ES is not about performing at the top or doing really well on something, its about spontaneously demonstrating something that was never taught or brought up in class.

Anonymous wrote:

Yes the numbers are only for kids that took Algebra after middle school so they are kids that were never strong in math to start with..combined with the fact that numerically the test is irrelevant to kids that did well.

This is how 2.0 is supposed to close the gap.

The students who are good at math will no longer be able to accelerate in large numbers. Their scores will be co-mingled with students who do not do well in math. This will raise the overall scores and let MCPS claim success which is just plain wrong. The students doing poorly in math will receive no additional help, they will simply be hidden by the others.

Bingo.

Actually 2.0 will still allow Algebra in 8th grade for stronger students so that will not exactly fix things for MCPS.

Yes the numbers are only for kids that took Algebra after middle school so they are kids that were never strong in math to start with..combined with the fact that numerically the test is irrelevant to kids that did well.

This is how 2.0 is supposed to close the gap.

The students who are good at math will no longer be able to accelerate in large numbers. Their scores will be co-mingled with students who do not do well in math. This will raise the overall scores and let MCPS claim success which is just plain wrong. The students doing poorly in math will receive no additional help, they will simply be hidden by the others.

Echoing 11:39, you do not have to pass the final to pass the class and advance to the next grade level. Kids are given a formula and they figure out how little they have to study to get a certain grade. For example, an A for both quarters and an E on the exam will give you a B for the semester. For kids that actually do study, a disconnect between what/how things are taught and what learning should occur might be partially to blame. Exams are written by county experts, not the teacher instructing the kids.

Nonetheless, this report is indicative of an overall sense of mediocrity among students, teachers and the county.

Why have the exams and use precious county resources if you can fail it and pass the class?

Why hasn't the county held teachers accountable for student performance? (I understand this is coming)

Why do we have so many students who think it's okay to fail an exam, or not study for it, even if it means you still get a decent grade in the course?

Anonymous wrote:Yes the numbers are only for kids that took Algebra after middle school so they are kids that were never strong in math to start with..combined with the fact that numerically the test is irrelevant to kids that did well. I am not too concerned.

This is the key point. At our school even the kids who take Alg 1 in 8th grade are not the strongest students. Those taking Alg 1 in 9th grade are remedial so not surprising that the fail rates would be high. Not sure the finals are totally irrelevant though - you have to get a C or better if you got As in the two quarters in order to keep an A in the class. But kids in Alg 1 in 9th grade are probably not A students.

Yes the numbers are only for kids that took Algebra after middle school so they are kids that were never strong in math to start with..combined with the fact that numerically the test is irrelevant to kids that did well. I am not too concerned.

Oh my word, the comments on that Examiner article.

Here's another article:

http://www.gazette.net/article/20130430/NEWS/130439982/principals-parents-alarmed-after-many-montgomery-high-schoolers-fail&template=gazette

which mentions that you don't have to pass the final to pass the class, so students may decide that there is no need to study.

Also, as far as I can tell, this is about on-grade-level math.

Don't worry MCPS will change the definition of Algebra and everyone will pass and get a P!

Plus haven't you heard that kindergarteners were doing Geometry this year in 2.0! They identified and colored in a triangle, rectangle, and circle.

Never mind math, how was their metacognition?

Almost two-thirds of high school students in Montgomery County who took Algebra I last semester failed their final math exam, causing parents and school officials to search for answers as to what went wrong.

Data shows 61 percent -- or about 2,700 -- of high school students in the county taking Algebra I failed the final exam for the class last semester.

High schoolers taking finals in other math courses also had high rates of failing: 62 percent failed geometry finals, 57 percent failed Algebra 2, and 48 percent failed precalculus.

http://washingtonexaminer.com/six-out-of-10-montgomery-county-high-schoolers-flunk-algebra-final/article/2528749