Anonymous wrote:Bearing in mind that all MCPS kids take math every year, I have trouble seeing the incentive to accelerate except for student interest/demand. A student who is truly fascinated by math and has a talent for it (and/or has fascination/talent in an area closely dependent upon math) should, to my mind, have every opportunity to progress and seek out challenge.

But I do think that those for whom math has mainly calisthenic value (because it really does work the mind in some important ways) don't necessarily need to speed through if they want and need to dedicate their best energies in areas like languages and the arts. It is true that linear algebra and differential equations are available in HS, but I already know that DC1 does not belong in those courses. Maybe DC1 will not have a "most challenging" HS curriculum rating for college admissions as a result, but I hope that they will accomplish "most challenging" courses in humanities subjects, if not STEM, and good grades in a level of math that is appropriate for them.

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Anonymous wrote:At DC's school I'd estimate 75% in compacted after all the lobbying by parents was done.

this made me LOL "parent lobbying". I really wish parents would understand that most kids do not need to be in compact math so they are not doing them any long term favors by pushing for this. Think ahead. Do you really need your kid in honors algebra 2 in 9th grade and Calculus in 11th? Generally, the answer is "no". Certainly there are kids that can handle that (or even more), but this is the minority.

I agree. My 9th grader is taking Hons algebra 2 because their 4th grade teacher insisted on compacted math when I was thinking this probably was not the best route. They also told me EVERY kid had supplementary help - tutors, mathnasium, whatever. My kid has had tutors every grade so far for Math and we're stuck with that thru 12th I'm sure.

Compact seemed like a joke. My kids were bored out of their minds. They constantly complained that they were going over basic fractions or multiplication that they had mastered years earlier.

You may have kids in that top 2-3% who are math geniuses. It would be better to cater to them individually than lump them into a group where kids are struggling to keep up with the speed of it all. I do think it was originally parent driven, but the teachers and admin seem to have embraced it and keep running with it and it's not helpful.

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Anonymous wrote:At least in the past you could end up in 7th grade algebra with compacted math.

It depends. If you happen to be zoned for one of the wealthy schools, they offer more advancement opportunities. For example, some will offer any student with a MAP-M of 250 Algebra in 6th.

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Anonymous wrote:At least in the past you could end up in 7th grade algebra with compacted math.

It depends. If you happen to be zoned for one of the wealthy schools, they offer more advancement opportunities. For example, some will offer any student with a MAP-M of 250 Algebra in 6th.

Anonymous wrote:At least in the past you could end up in 7th grade algebra with compacted math.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At DC's school I'd estimate 75% in compacted after all the lobbying by parents was done.

this made me LOL "parent lobbying". I really wish parents would understand that most kids do not need to be in compact math so they are not doing them any long term favors by pushing for this. Think ahead. Do you really need your kid in honors algebra 2 in 9th grade and Calculus in 11th? Generally, the answer is "no". Certainly there are kids that can handle that (or even more), but this is the minority.

I agree. My 9th grader is taking Hons algebra 2 because their 4th grade teacher insisted on compacted math when I was thinking this probably was not the best route. They also told me EVERY kid had supplementary help - tutors, mathnasium, whatever. My kid has had tutors every grade so far for Math and we're stuck with that thru 12th I'm sure.

Compact seemed like a joke. My kids were bored out of their minds. They constantly complained that they were going over basic fractions or multiplication that they had mastered years earlier.

Anonymous wrote:Does anyone know what the test scores/grades or other considerations or cutoffs are used in determining who is centrally recommended for compacted math in 4th grade? Thanks.