Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

Honestly you’re not too bright if your interpretation of “do not expect anything above and beyond” is “minimum to apply”.

Anyways, congrats to the 6th graders in Algebra 1, that for sure will end up at HYPSM is seven short years.

Ok, armchair expert. Get used to hundreds of 6th grade fcps students enrolling in Algebra 1.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

Honestly you’re not too bright if your interpretation of “do not expect anything above and beyond” is “minimum to apply”.

Anyways, congrats to the 6th graders in Algebra 1, that for sure will end up at HYPSM is seven short years.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

If they took Statistics they'd understand the difference between correlation and causation.

MIT smirks at the "rigor" of a high school / dual Enrollment Multivariable Calc / Linear Algebra class. That's not what impresses them.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Please realize “readiness” for applicants is the minimum to apply. If you like at who is actually admitted and attends, the vast majority have had math beyond calc BC

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Ok, somehow you know better than colleges themselves, but haven’t provided anything to substantiate your deeply held belief:

Here is what MIT says about the coursework in high school:

“To be clear, we do not expect students do anything above and beyond what is required to demonstrate their readiness for the MIT education. However, we also know that many of our applicants have interests, aptitudes, and curiosities that may carry themselves beyond what is offered at their local high school, and the resources here may help you explore those further if you wish.⁠”

Readiness is detailed in this link, Calculus being highest level of math that’s expected:
https://mitadmissions.org/apply/prepare/foundations/

You’re so enamored of the idea that your kid has a leg up from taking algebra in 6th grade that there’s nothing that could change your mind about it.

If your interest in math is leading to taking dual enrollment classes, that’s great. If your thing is being part of math club and tutor other students, doing research, or whatever floats your boat, that’s equally good. You won’t be dinged because you “only” took Calculus.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

If your high school offers through multivariable calculus and your student enters high school in geometry and takes up through calc AB…no, they aren’t taking advantage of what is available to them. They are taking what’s appropriate for them, but that’s different from what’s available

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

If a student enters high school at precalculus, it is expected they’ll keep taking math over the years, and that implies math offered at high school or outside, and will include Calculus, Statistics, and others like Multivariable.

If a student enters high school at geometry, taking a regular progression of one math class per year they’ll end up at Calculus in senior year. While AP exam is not available, grades in first semester are.

Both are taking full advantage of what’s available to them in high school, colleges won’t be looking at what was done in middle school. It’s not expected students use their summers to advance in math.

One caveat is that students advanced in math often do other activities that make them better applicants, but that a classic example of correlation without causation.

People are so invested in believing their kid has a leg up, there’s nothing to convince them otherwise.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Colleges won't know that when they need to admit. They'll at most see the grades for the first quarter of Calc BC, and they won't have an AP score in the application packet for a kid taking BC in 12th. Kids who take BC in 11th will have both a full course grade and the AP score available in their application packet.

For the second bolded point, that depends entirely on the school district. In FCPS and LCPS, 7th grade Algebra has very little to do with parental effort and a lot more to do with natural math aptitude. The bar is not high, and many kids clear the bar with nothing more than the math taught in their schools.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Well, that's what collegevine and a lot of other things say, but hey, you do you. Best of luck to your kid in being admitted to HYPSM STEM majors with only Calc BC when all of the other top kids at your kid's school have 1+ years of post-BC classes.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.

Where would the advanced students go if not to top colleges? Of course not all, but a good number get offers from best colleges.

If 700 kids take Algebra in 6 in one district alone, it’s not possible that half of it will make it to top colleges. Probably not even 10%.

Colleges want to see a rigorous coursework and evidence the student can handle the classes for intended major. A kid entering high school at geometry, getting A, and completing AP calculus BC with 5, will check the most rigorous mark, and there’s no reason to believe they can’t handle more advanced college classes.

Taking more math classes won’t change that, it just means the kid was set on that path from elementary school because the parents put in the effort. Look up details in Harvard vs. Fair Admissions, at no point the DE math came out as a factor.

It’s going to be down to other things first and DE math has a negligible impact.

Anonymous wrote:

Anonymous wrote:Great! People who don't want math acceleration can opt out, and those who want it can have it available. Everyone should choose what they think works best for their child.

Anyone who truly believes that math acceleration confers no benefit shouldn't be bothered by other kids who do accelerate.

Sounds about right.

But if you go on a public forum claiming it’s beneficial for admissions at top colleges, don’t be surprised if you get some pushback.