My child is in 5th grade, and goes to a middle school for his Algebra 1 class. It is a challenge logistically, but not impossible. I provide transportation to the middle school each day. His elementary school built the schedule so that his Algebra class would line up with the 5th grade math class (so that he doesn’t miss anything other than morning meeting). It was a challenge logistically, but it is possible.

Anonymous wrote:A kid who is that good at math will never be satisfied by what school offers. The reason they are so far advanced is that the school curriculum is so thin.

Supplements with enriched math at home and they won't need to skip so far ahead in school.

The best math students in the DMV area, the ones winning national awards, are in Algebra 1 in 6th or 7th in school, but farther, deeper, and wider in enrichment at home. Regular school math just isn't a factor for them.

This is the case for us we started with Russian school of math in middle school. The honors level isn’t particularly challenging For him, but he doesn’t enjoy it and it’s taught differently than at the schools

Anonymous wrote:

Anonymous wrote:My DC is not that precocious in math and took Algebra I in 7th grade, along with many other kids in his AAP class. However, what I have heard is that for the kids who are super-advanced, the logistical headaches make the grade acceleration more trouble than its worth. Several of them have said that if they could do it over again, they wouldn't have accelerated that much.

Think carefully before moving ahead so much in math. If your DC takes Algebra I in 5th grade, then takes Geo in 6th, Alg II in 7th, Precal in 8th, Calc in 9th, multivar in 10th. Then math at GMU for 11th and 12th?

I currently teach middle school Geometry and I can't imagine a 6th grader having the maturity to take Geometry - it's a lot more than being good at math - it requires organization, planning, and patience. It would be a struggle.

Normal progression for advanced students is Algebra I in 6th grade, Geometry in 7th, and Algebra II in 8th, without needing to enroll in summer math.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My DC is not that precocious in math and took Algebra I in 7th grade, along with many other kids in his AAP class. However, what I have heard is that for the kids who are super-advanced, the logistical headaches make the grade acceleration more trouble than its worth. Several of them have said that if they could do it over again, they wouldn't have accelerated that much.

Think carefully before moving ahead so much in math. If your DC takes Algebra I in 5th grade, then takes Geo in 6th, Alg II in 7th, Precal in 8th, Calc in 9th, multivar in 10th. Then math at GMU for 11th and 12th?

I currently teach middle school Geometry and I can't imagine a 6th grader having the maturity to take Geometry - it's a lot more than being good at math - it requires organization, planning, and patience. It would be a struggle.

How much of this is due to the subject itself vs how the course is structured? Plenty of kids take AoPS geometry, which is far more challenging than even the honors geometry at TJ and other magnet programs: https://artofproblemsolving.com/community/c70h2719403_in_what_grade_did_you_take_geometry (ignore the spike at first grade - that's used as the "show me the results" option)

Not PP. As a middle school parent, I want and need the course to be structured so that my kid is increasing in organization and planning in 8th grade. I have an eye toward my kid heading off to college where she will be able to do well in courses with basically notes and tests (or papers/projects) and nothing else. That means that I want and need her teachers to be increasing not just the rigor of the coursework, but also removing the scaffolding slowly so she gets there. That's also true of my upper elementary schooler, but she needs a lot more scaffolding than my middle schooler even as they just start in on the process of handing more of her work and responsibilities over to her.

It's not appropriate to slow down the life skills progression of middle school - with a credit bearing class, to boot - just because a kid is precocious. The school should figure out another way to meet this student's needs.

Why would you assume that the teacher would change their expectations or level of scaffolding for the whole class just to accommodate a younger kid? I would expect them to teach the class the way they normally would. If the younger kid isn't ready for that level of organization, then it's on them and their parents to find a solution. I imagine that's one of the reasons FCPS tends to push the online class for the younger kids. It's much easier for the parents to help with some of the organizational requirements for a largely asynchronous course.

The PP I quoted seemed to be implying the fact that a 5th grader can't keep up with Geometry because of non-academic reasons is a problem with the way the course is structured, not with the challenges of parenting an extremely academically gifted child. I was simply arguing for exactly what you say - that there should be an alternative that meets this child's needs without dumbing down the life skills for the 8th grader. I have kids 2 years apart and and I can definitely see the difference in organizational skills between a 6th and an 8th grader.

I'm the immediate PP, and I guess we're agreeing. My kid was skipped ahead several years in math. It's not a thing for teachers to dumb down the life skills or organizational requirements for a class just because a younger kid is present. My kid has always been held to the same higher grade level standards as the other kids, and it has never been a problem. If a 6th grader isn't ready to handle all of the academic, organizational, and social aspects of being in a class with 8th graders, then they shouldn't skip ahead. Or they should take the online class. Or the parents should handle any of the needed scaffolding, while letting the teacher teach the way she normally does. If they are ready, it's no problem.

At least for my part, it was easier to judge whether or not my kid was ready, because my kid has older siblings. I already knew that my kid was capable of hanging with the older kids, and I knew the academic and organizational skills required for the higher level classes.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My DC is not that precocious in math and took Algebra I in 7th grade, along with many other kids in his AAP class. However, what I have heard is that for the kids who are super-advanced, the logistical headaches make the grade acceleration more trouble than its worth. Several of them have said that if they could do it over again, they wouldn't have accelerated that much.

Think carefully before moving ahead so much in math. If your DC takes Algebra I in 5th grade, then takes Geo in 6th, Alg II in 7th, Precal in 8th, Calc in 9th, multivar in 10th. Then math at GMU for 11th and 12th?

I currently teach middle school Geometry and I can't imagine a 6th grader having the maturity to take Geometry - it's a lot more than being good at math - it requires organization, planning, and patience. It would be a struggle.

How much of this is due to the subject itself vs how the course is structured? Plenty of kids take AoPS geometry, which is far more challenging than even the honors geometry at TJ and other magnet programs: https://artofproblemsolving.com/community/c70h2719403_in_what_grade_did_you_take_geometry (ignore the spike at first grade - that's used as the "show me the results" option)

Not PP. As a middle school parent, I want and need the course to be structured so that my kid is increasing in organization and planning in 8th grade. I have an eye toward my kid heading off to college where she will be able to do well in courses with basically notes and tests (or papers/projects) and nothing else. That means that I want and need her teachers to be increasing not just the rigor of the coursework, but also removing the scaffolding slowly so she gets there. That's also true of my upper elementary schooler, but she needs a lot more scaffolding than my middle schooler even as they just start in on the process of handing more of her work and responsibilities over to her.

It's not appropriate to slow down the life skills progression of middle school - with a credit bearing class, to boot - just because a kid is precocious. The school should figure out another way to meet this student's needs.

Why would you assume that the teacher would change their expectations or level of scaffolding for the whole class just to accommodate a younger kid? I would expect them to teach the class the way they normally would. If the younger kid isn't ready for that level of organization, then it's on them and their parents to find a solution. I imagine that's one of the reasons FCPS tends to push the online class for the younger kids. It's much easier for the parents to help with some of the organizational requirements for a largely asynchronous course.

The PP I quoted seemed to be implying the fact that a 5th grader can't keep up with Geometry because of non-academic reasons is a problem with the way the course is structured, not with the challenges of parenting an extremely academically gifted child. I was simply arguing for exactly what you say - that there should be an alternative that meets this child's needs without dumbing down the life skills for the 8th grader. I have kids 2 years apart and and I can definitely see the difference in organizational skills between a 6th and an 8th grader.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My DC is not that precocious in math and took Algebra I in 7th grade, along with many other kids in his AAP class. However, what I have heard is that for the kids who are super-advanced, the logistical headaches make the grade acceleration more trouble than its worth. Several of them have said that if they could do it over again, they wouldn't have accelerated that much.

Think carefully before moving ahead so much in math. If your DC takes Algebra I in 5th grade, then takes Geo in 6th, Alg II in 7th, Precal in 8th, Calc in 9th, multivar in 10th. Then math at GMU for 11th and 12th?

I currently teach middle school Geometry and I can't imagine a 6th grader having the maturity to take Geometry - it's a lot more than being good at math - it requires organization, planning, and patience. It would be a struggle.

How much of this is due to the subject itself vs how the course is structured? Plenty of kids take AoPS geometry, which is far more challenging than even the honors geometry at TJ and other magnet programs: https://artofproblemsolving.com/community/c70h2719403_in_what_grade_did_you_take_geometry (ignore the spike at first grade - that's used as the "show me the results" option)

Not PP. As a middle school parent, I want and need the course to be structured so that my kid is increasing in organization and planning in 8th grade. I have an eye toward my kid heading off to college where she will be able to do well in courses with basically notes and tests (or papers/projects) and nothing else. That means that I want and need her teachers to be increasing not just the rigor of the coursework, but also removing the scaffolding slowly so she gets there. That's also true of my upper elementary schooler, but she needs a lot more scaffolding than my middle schooler even as they just start in on the process of handing more of her work and responsibilities over to her.

It's not appropriate to slow down the life skills progression of middle school - with a credit bearing class, to boot - just because a kid is precocious. The school should figure out another way to meet this student's needs.

Why would you assume that the teacher would change their expectations or level of scaffolding for the whole class just to accommodate a younger kid? I would expect them to teach the class the way they normally would. If the younger kid isn't ready for that level of organization, then it's on them and their parents to find a solution. I imagine that's one of the reasons FCPS tends to push the online class for the younger kids. It's much easier for the parents to help with some of the organizational requirements for a largely asynchronous course.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My DC is not that precocious in math and took Algebra I in 7th grade, along with many other kids in his AAP class. However, what I have heard is that for the kids who are super-advanced, the logistical headaches make the grade acceleration more trouble than its worth. Several of them have said that if they could do it over again, they wouldn't have accelerated that much.

Think carefully before moving ahead so much in math. If your DC takes Algebra I in 5th grade, then takes Geo in 6th, Alg II in 7th, Precal in 8th, Calc in 9th, multivar in 10th. Then math at GMU for 11th and 12th?

I currently teach middle school Geometry and I can't imagine a 6th grader having the maturity to take Geometry - it's a lot more than being good at math - it requires organization, planning, and patience. It would be a struggle.

How much of this is due to the subject itself vs how the course is structured? Plenty of kids take AoPS geometry, which is far more challenging than even the honors geometry at TJ and other magnet programs: https://artofproblemsolving.com/community/c70h2719403_in_what_grade_did_you_take_geometry (ignore the spike at first grade - that's used as the "show me the results" option)

Not PP. As a middle school parent, I want and need the course to be structured so that my kid is increasing in organization and planning in 8th grade. I have an eye toward my kid heading off to college where she will be able to do well in courses with basically notes and tests (or papers/projects) and nothing else. That means that I want and need her teachers to be increasing not just the rigor of the coursework, but also removing the scaffolding slowly so she gets there. That's also true of my upper elementary schooler, but she needs a lot more scaffolding than my middle schooler even as they just start in on the process of handing more of her work and responsibilities over to her.

It's not appropriate to slow down the life skills progression of middle school - with a credit bearing class, to boot - just because a kid is precocious. The school should figure out another way to meet this student's needs.

I have a kid who was radically accelerated in math. The reality is that if your kid is that advanced, FCPS is not logistically equipped to meet your kid's needs. If your kid is skipped up in math in 1st or 2nd, you'll have many years of your kid needing to be pulled out of language arts class, specials, or even part of lunch to attend the next grade's math class.

If your kid starts Algebra in 5th, then for both 5th and 6th, you would need to either transport your child to the MS every day, which could be a nightmare, or your child would need to take the online class. But, that isn't the end of it. Very few middle schools offer Algebra II, and none offer pre-calc. So, you'd have another 2 years of trying to figure out how to transport your kid each day to another school, or you'd have another 2 years of online classes.

Your best bets are to accept that your kid will be bored out of their mind in school math while taking AoPS classes on the side, or pull your kid out of FCPS for elementary, and instead either homeschool or place your child in a private that is equipped for that level of acceleration.

*knob to turn

Anonymous wrote:

Anonymous wrote:If your kid is in k and you want to grade skip or start before the age cut off for a younger kid, you can pull her out of FCPS, enroll in private (with the grade skip or the early start) and then transfer back into fcps a year later in the placement you wanted to begin with.

The same would probably work for a year out in 5th where Algebra is taught at the private and then a return in 6th or 7th to fcps and be in the math placement you wanted all along.

At K, how can you be sure your child would be very advanced in all subjects to want to do a grade skip. I know all parents think their k kids are advanced only to get an awakening in 3rd or 5th.

Ah, I see
You mean skip in late elementary. But still the child would have to be significantly advanced in all subjects. I haven't see that to be the case. Math advancement is a much easier know to turn. Not necessarily so in other subjects

Anonymous wrote:If your kid is in k and you want to grade skip or start before the age cut off for a younger kid, you can pull her out of FCPS, enroll in private (with the grade skip or the early start) and then transfer back into fcps a year later in the placement you wanted to begin with.

The same would probably work for a year out in 5th where Algebra is taught at the private and then a return in 6th or 7th to fcps and be in the math placement you wanted all along.

At K, how can you be sure your child would be very advanced in all subjects to want to do a grade skip. I know all parents think their k kids are advanced only to get an awakening in 3rd or 5th.

If your kid is in k and you want to grade skip or start before the age cut off for a younger kid, you can pull her out of FCPS, enroll in private (with the grade skip or the early start) and then transfer back into fcps a year later in the placement you wanted to begin with.

The same would probably work for a year out in 5th where Algebra is taught at the private and then a return in 6th or 7th to fcps and be in the math placement you wanted all along.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My DC is not that precocious in math and took Algebra I in 7th grade, along with many other kids in his AAP class. However, what I have heard is that for the kids who are super-advanced, the logistical headaches make the grade acceleration more trouble than its worth. Several of them have said that if they could do it over again, they wouldn't have accelerated that much.

Think carefully before moving ahead so much in math. If your DC takes Algebra I in 5th grade, then takes Geo in 6th, Alg II in 7th, Precal in 8th, Calc in 9th, multivar in 10th. Then math at GMU for 11th and 12th?

I currently teach middle school Geometry and I can't imagine a 6th grader having the maturity to take Geometry - it's a lot more than being good at math - it requires organization, planning, and patience. It would be a struggle.

How much of this is due to the subject itself vs how the course is structured? Plenty of kids take AoPS geometry, which is far more challenging than even the honors geometry at TJ and other magnet programs: https://artofproblemsolving.com/community/c70h2719403_in_what_grade_did_you_take_geometry (ignore the spike at first grade - that's used as the "show me the results" option)

There’s a Show Votes button so maybe those kids aren’t very smart…


Also heed the comments pointing out that kids like to lie and exaggerate, and also nix a forum for the top students nationwide, but also see the comments that school “geometry” is really, really, really basic and bad and great students learn geometry over a span of 3-5 years, or even more depending on when you start counting. A kid who does Mathcounts in 6th grade and AIME in 12th grade has spent at least 7 years studying geometry.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My DC is not that precocious in math and took Algebra I in 7th grade, along with many other kids in his AAP class. However, what I have heard is that for the kids who are super-advanced, the logistical headaches make the grade acceleration more trouble than its worth. Several of them have said that if they could do it over again, they wouldn't have accelerated that much.

Think carefully before moving ahead so much in math. If your DC takes Algebra I in 5th grade, then takes Geo in 6th, Alg II in 7th, Precal in 8th, Calc in 9th, multivar in 10th. Then math at GMU for 11th and 12th?

I currently teach middle school Geometry and I can't imagine a 6th grader having the maturity to take Geometry - it's a lot more than being good at math - it requires organization, planning, and patience. It would be a struggle.

I had a 6th grader in class one year. He did fine mathematically, but it was awkward socially. Maybe he was awkward in his base elementary school too, but the difference between a bunch of 8th graders and a 6th grader was huge. Very Sheldon Cooper-esque, with the 8th graders staring at him bug eyed a lot for the things he said and did.

Why wasn't he in the same honors algebra class as the 7th graders?

There are a lot more sections of classes in MS. I think there are between 5-10 Algebra 1 H sections for the 7th grade at my sons MS this year. An ES student going to MS for math is getting up to take the MS bus and taking math in the first period. Then they are going to their ES for a full day of classes. Honestly, it sounds miserable and was one of the reasons we did not pursue Algebra in 6th grade.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My DC is not that precocious in math and took Algebra I in 7th grade, along with many other kids in his AAP class. However, what I have heard is that for the kids who are super-advanced, the logistical headaches make the grade acceleration more trouble than its worth. Several of them have said that if they could do it over again, they wouldn't have accelerated that much.

Think carefully before moving ahead so much in math. If your DC takes Algebra I in 5th grade, then takes Geo in 6th, Alg II in 7th, Precal in 8th, Calc in 9th, multivar in 10th. Then math at GMU for 11th and 12th?

I currently teach middle school Geometry and I can't imagine a 6th grader having the maturity to take Geometry - it's a lot more than being good at math - it requires organization, planning, and patience. It would be a struggle.

I had a 6th grader in class one year. He did fine mathematically, but it was awkward socially. Maybe he was awkward in his base elementary school too, but the difference between a bunch of 8th graders and a 6th grader was huge. Very Sheldon Cooper-esque, with the 8th graders staring at him bug eyed a lot for the things he said and did.

Why wasn't he in the same honors algebra class as the 7th graders?