Anonymous
06/11/2025 07:17
Subject: Compacted math or not: implications for MS/HS?
If the school places her there, give it a try. You can always drop down. My math-loving older kid just finished 5th compacted math and he said throughout the year a couple kids moved down, and he knows of some who are moving down when they enter sixth next year. He also knew of one who took summer classes and moved up. I don’t know how it is in middle or high school yet but it seems reasonably flexible in fourth and fifth and probably sixth.
We are thinking the same for our younger kid who is a very good math student because she works at it, but it doesn’t come naturally like it does to the older one. If the school recommends it, she’ll give it a go, and can always move if need be.
We are thinking the same for our younger kid who is a very good math student because she works at it, but it doesn’t come naturally like it does to the older one. If the school recommends it, she’ll give it a go, and can always move if need be.
Anonymous
06/11/2025 06:45
Subject: Compacted math or not: implications for MS/HS?
Do teachers recommend students for compacted math in 4th or do test scores determine who gets into this option? My school is being silent.
Anonymous
05/04/2025 08:37
Subject: Compacted math or not: implications for MS/HS?
Don't worry about CM.
You can transfer in or out of CM and advanced math during the year or between years, in any year from 4th to 8th. It only starts to "lock in" at Algebra. It's very hard to accelerate once you've declined to take Algebra earlier. But the pre-algebra classes in ES and MS have little "content" repeated many times. They are a charm league" covering the same material repeatedly until the kid is practiced and mature enough to move up to Algebra. There is no harm in skipping or accelerating through math 6/7/8 whenever your kid is ready.
Just pay attention to your kid and encourage them to develop their interests and abilities. Use Khan or IXL or AOPS if you want to move faster than the class in preparation to jump ahead next year.
You can transfer in or out of CM and advanced math during the year or between years, in any year from 4th to 8th. It only starts to "lock in" at Algebra. It's very hard to accelerate once you've declined to take Algebra earlier. But the pre-algebra classes in ES and MS have little "content" repeated many times. They are a charm league" covering the same material repeatedly until the kid is practiced and mature enough to move up to Algebra. There is no harm in skipping or accelerating through math 6/7/8 whenever your kid is ready.
Just pay attention to your kid and encourage them to develop their interests and abilities. Use Khan or IXL or AOPS if you want to move faster than the class in preparation to jump ahead next year.
Anonymous
05/02/2025 13:58
Subject: Compacted math or not: implications for MS/HS?
Anonymous wrote:Wow... Do pp here find out all these by browsing MCPS websites? I have been noticing that ES teacher/staff/PTA never tells us these information even my kid is at 4th grade now. Thanks to all these information even though I am still confused.
He is in CES _ compacted math at 4th grade now, and it is not difficult to him. I assume that he will go down the math path because he loves math. His literacy is okay. He is so far away from HS, and how do I know when there are any changes in curriculum/policies for challenging math down the MCPS?
It takes a lot of time, and is haphazard.
Do I hear about it in the first place? Here? Some blog or news source? Some MCPS mention? Some brief interaction with a teacher? Something my kid says? Mention within MCCPTA? From my own school's PTA?
Do I have the time and interest? Is info available online to get me started? Background from folks who've been there before? Old threads here that might provide context? (Warning: Old threads can have outdated info, and new threads can contain the same from well-meaning folks who haven't gotten the latest, not to mention the occasional unfortunate misrepresentation.) Sometimes there's a lot to sift through. Sometimes it's an information desert (or swamp).
Once I get enough to be sure I'm not wasting too much of someone's time where I could be reading up, instead, is there anyone in a position of some authority who can answer a call or email? Do I get the runaround? Are those resources at liberty to discuss? Lots of helpful folks, but sometimes hard to find and sometimes reticent about certain things that might seem touchy.
There's soooo much that might be of interest. Even in a small system, a holostic understanding of modern education is a near impossibility for one person. That doesn't mean I don't want to know (or that anyone shouldn't or should give up), but, again, there are only small parts of the elephant that I end up touching (or even could!). Even if MCPS put out this information proactively, it would be a fire hose, with only the individual capacity to take sips.
Still, I wish they could do more to consider that which might really be important to families/caregivers. The subject of the MDSE Math curricular change would be among them, I would think, along with the import to folks in the OP's position (presently deciding on "compacted" Math for a DC). However, the online meeting video MCPS posted about overall Math curriculum seemed typically bereft of meaningful detail, despite the advertisement of its inclusion.
A continuing frustration is seeing information that is not timely with respect to our ability to advocate prior to decisions being baked or with respect to our ability to make appropriately informed decisions for our children. It seems that even the BOE ends up with that problem, and it's frustrating as heck that they never seem to lower the boom to correct that.
All that said, if I'm able to get a reasonable understanding, where I have relative confidence, I want to share that when I see a related question. No need to have duplication of effort!
...with the caveat that I always might have gotten something wrong
Anonymous
05/02/2025 11:56
Subject: Compacted math or not: implications for MS/HS?
I'd advise folks to take the Compacted Math track in ES if offered, and then it appears that MCPS has introduced an off-ramp in MS that did not previously exist.
For most kids in my kids' peer group, the breaking point was either Honors Ag II in 9th, or Honors Pre Calculus in 10th. That's where you started to see a difference between kids who are just generally bright and well prepared, and kids who are genuinely math-brained.
But in the meantime, take the Compacted path and then look hard at the 6th grade potential off-ramp.
For most kids in my kids' peer group, the breaking point was either Honors Ag II in 9th, or Honors Pre Calculus in 10th. That's where you started to see a difference between kids who are just generally bright and well prepared, and kids who are genuinely math-brained.
But in the meantime, take the Compacted path and then look hard at the 6th grade potential off-ramp.
Anonymous
05/02/2025 11:24
Subject: Compacted math or not: implications for MS/HS?
Anonymous wrote:Anonymous wrote:Anonymous wrote:Wow... Do pp here find out all these by browsing MCPS websites? I have been noticing that ES teacher/staff/PTA never tells us these information even my kid is at 4th grade now. Thanks to all these information even though I am still confused.
He is in CES _ compacted math at 4th grade now, and it is not difficult to him. I assume that he will go down the math path because he loves math. His literacy is okay. He is so far away from HS, and how do I know when there are any changes in curriculum/policies for challenging math down the MCPS?
We are in the same boat, however my 4th grader is ambivalent to math, she likes it well enough, but is much better in literacy. Despite all this, she finds this year's math no more challenging than last year's. I always ask about this "compacted" curriculum and if she is being more engaged - she says "no." Honestly, I was hoping for a bit more.
It is accelerated but not enriched. Meaning, the curriculum is the same but moves faster. It is not deeper. I think MCPS would do well to offer meaningful enrichment in math in addition to acceleration, but that's not the approach they have taken.
I am the pp with the 4th grader boy. I agree with you that compacted math is not that challenged. I will take it as better than nothing. He knew how to calculate volume in cylinder at 3rd grade.
Anonymous
05/02/2025 10:51
Subject: Compacted math or not: implications for MS/HS?
Anonymous wrote:Anonymous wrote:Wow... Do pp here find out all these by browsing MCPS websites? I have been noticing that ES teacher/staff/PTA never tells us these information even my kid is at 4th grade now. Thanks to all these information even though I am still confused.
He is in CES _ compacted math at 4th grade now, and it is not difficult to him. I assume that he will go down the math path because he loves math. His literacy is okay. He is so far away from HS, and how do I know when there are any changes in curriculum/policies for challenging math down the MCPS?
We are in the same boat, however my 4th grader is ambivalent to math, she likes it well enough, but is much better in literacy. Despite all this, she finds this year's math no more challenging than last year's. I always ask about this "compacted" curriculum and if she is being more engaged - she says "no." Honestly, I was hoping for a bit more.
It is accelerated but not enriched. Meaning, the curriculum is the same but moves faster. It is not deeper. I think MCPS would do well to offer meaningful enrichment in math in addition to acceleration, but that's not the approach they have taken.
Anonymous
05/02/2025 10:42
Subject: Compacted math or not: implications for MS/HS?
Anonymous wrote:Wow... Do pp here find out all these by browsing MCPS websites? I have been noticing that ES teacher/staff/PTA never tells us these information even my kid is at 4th grade now. Thanks to all these information even though I am still confused.
He is in CES _ compacted math at 4th grade now, and it is not difficult to him. I assume that he will go down the math path because he loves math. His literacy is okay. He is so far away from HS, and how do I know when there are any changes in curriculum/policies for challenging math down the MCPS?
We are in the same boat, however my 4th grader is ambivalent to math, she likes it well enough, but is much better in literacy. Despite all this, she finds this year's math no more challenging than last year's. I always ask about this "compacted" curriculum and if she is being more engaged - she says "no." Honestly, I was hoping for a bit more.
Anonymous
05/02/2025 09:13
Subject: Compacted math or not: implications for MS/HS?
Wow... Do pp here find out all these by browsing MCPS websites? I have been noticing that ES teacher/staff/PTA never tells us these information even my kid is at 4th grade now. Thanks to all these information even though I am still confused.
He is in CES _ compacted math at 4th grade now, and it is not difficult to him. I assume that he will go down the math path because he loves math. His literacy is okay. He is so far away from HS, and how do I know when there are any changes in curriculum/policies for challenging math down the MCPS?
He is in CES _ compacted math at 4th grade now, and it is not difficult to him. I assume that he will go down the math path because he loves math. His literacy is okay. He is so far away from HS, and how do I know when there are any changes in curriculum/policies for challenging math down the MCPS?
Anonymous
05/02/2025 08:30
Subject: Compacted math or not: implications for MS/HS?
Anonymous wrote:Anonymous wrote:Definitely check that thread for more info, but for OP, here, the HS courses are changing throughout Maryland as part of an overhaul of state Math standards. Anyone completing the pre-Algebra curriculum (through the content of Math 8, however achieved:
-- the new PreAlgebra course taking the place of whichever of AIM/AMP7+ was used for 6th-grade acceleration after Math 5/6
-- the combination of AMP6+ & AMP7+
-- Math 6, Math 7 & Math 8)
in or after the 2026-27 school year no longer will take the three-year sequence of Algebra I, Geometry (honors or standard) and Algebra II (honors or standard).
Instead, they will take a 2-year sequence of Integrated Algebra, which combines content from those three courses in a rearranged manner, with more integration across mathematical sub-subjects, and with some material removed to upper-level courses. Instead of taking the state Algebra exam at the end of Algebra I, they will take a new test at the end of Integrated Algebra 2.
After completion of Integrated Algebra 2, there will be 4 "advanced math pathways," each geared to a different overall learning objective.
One of these, "Algebraic Foundations of Calculus," most will recognize as the academic standard, especially for those pursuing math/science/engineering: PreCalculus (which will need to fold back in some of the standards lost from remodeling the three-year current sequence into two), Calculus (AP or otherwise) and beyond (e.g., Multivariable Calc, Differential Equations, Linear Algebra), possibly AP Statistics; how far/how many of these are taken will depend on how many years of HS remain after completion of Integrated Algebra, how many Math courses a student might want to take in those years and, unfortunately, likely whether the particular school offers some of those courses, whether at the school, via dual enrollment or (maybe) via virtual cohorting.
The other three, Quantitative Reasoning, Data & Data Analytics, and Statistics & Probability, will offer less Calculus-based/focused learning to enrich mathematical understanding associated with a variety of careers that are not as heavily math/science-focused.
To the OP's questions (and to my understanding):
What are the middle school math options and how does taking compacted math affect that?
At the moment, MCPS standard offerings in MS include the three pre-Algebra paths noted above. There are a few who jump in at a higher level (e.g., straight to Algebra), but that is not considered standard and criteria are poorly defined/inconsistent across schools. There also are support classes for those who might struggle with grade-level standards. Your DD, if taking Math 4/5 and 5/6, likely would be recommended in 6th grade for PreAlgebra with high performance, there, or AMP 6+ or Math 7 with more modest performance.
Can you still take somewhat advanced math in middle school without having done compacted math, or is your only option to take math with the general population of on and below-grade level kids?
If not taking "compacted" Math in ES, a student may be recommended to take the AMP6+/7+ sequence, which would offer similar acceleration as "compacted" Math (3 years of content delivered in 2). Cohorting by (perceived) ability or actual grade in these classes, as well as the on-grade Math 6, Math 7 & Math 8, is not overly common (the logistics of period scheduling vs. other requirementa/electices can present a challenge), but may happen at some schools in some cases.
And then for high school it sounds like there might be certain programs/magnets you can only get into having taken compacted math in elementary school, is that right? If so, which ones?
There are some selective programs where Math achievement may be used as a criterion. SMCS, Engineering and the countywide IB come to mind. High standardized test scores may allow someone not having taken the most accelerated standard Math pathway in MS to be offered a seat, but these are very exposure based. MCPS doesn't want early Math acceleration to be defining of a student's later options for such programming, but the way they have it, it is a bit of a chicken-and-egg problem. (Not sure there's a way around that.)
And if she turns out to be interested in science as she gets older, are there high school classes she won't be able to take because she's not far enough ahead in math because we didn't accelerate her now?
There are some that have certain Math prerequisites/co-requisites. She may have to wait until 10th grade instead of taking a course in 9th, for instance, if the condition is not yet met. There may be knock-on scheduling effects from (e.g., difficulty getting to a particular AP without "catching up" with a summer course or doubling up on a subject in one year). Some may see access to such courses as gravy, but a considerable population within MoCo pursues such pathways or aspires to do so.
My daughter is fairly strong but not super-advanced in math (also doesn't enjoy math much, although she does like science)-- I think she could handle compacted math, but part of me thinks it would be better to make sure she has a strong foundation rather than speed through.
My recommendation would be to have her try Math 4/5 to see if she likes it. This is based on her being "strong" and liking science. If she ends up not handling the pace well after the 1st quarter (or the second, or the end of the year), she can be shifted to on-grade-level (and perhaps opt for the AMP6+/7+ track in MS, hitting Integrated Algebra 1 in 8th). If she handles it well but still doesn't like Math by the end of Math 5/6, she can slow down in MS (again hitting Integrated Algebra 1 in 8th). If she develops a greater interest in Math along the way, she might continue with PreAlgebra in 6th, Integrated Algebra 1 in 7th and Integrated Algebra 2 in 8th.
Of course, with the latter, she would need to take 4 more advanced courses in HS, and 3 years of college-level Math in HS is not something I would recommend to a student who isn't so interested in Math in the first place. There will be the three non-Calculus-based advanced Math pathways, but it might be hard to convince oneself to eschew the Calc path. Often overlooked is AP Stats, though (instead of, say, Differential Equations), and that can be hugely valuable, whether a budding scientist or other.
I have heard several times now that the decision you make for 4th grade affects you all the way through high school, which is very overwhelming as a parent of a 9 year old!
Yup. It's not entirely definitive, given options for later acceleration/summer school/etc., but it makes certain doors easier to open. Many will tell you your DD "will be fine, whichever," and while there is a certain truth, there, don't let that deter you if you feel otherwise. Still, the sense is that too many push for acceleration where it is not needed/warranted. Such difficulty comes with the many options, and we should recognize that an ideal set of choices for all is pretty much an impossibility.
Super helpful. Does MCPS or the state have information posted that we can read about the different pathways offered after the integrated math courses? I heard about the integrated math, but not the pathways after. TIA.
There isn't too much, as of yet. Some might het discussed at some point in the other linked thread.
You could review the Maryland State Department of Education (MSDE) draft on the new approach which was reviewed/approved in March:
www.marylandpublicschools.org/stateboard/Documents/EdPolicyCommittee/02132025/PreK-12-Mathematics-Policy-Draft-Review-and-Workshop-A.pdf
MCPS is a Local Education Agency (LEA) in that document, and would be responsible for developing/adopting classes/pathways that adhere to the state-mandated standards. Though Integrated Algebra has been discussed for some time, with certain other states/school districts adopting the approach and curriculum providers developing associated classes, the move to 2 years with less content (that lost being moved into higher classes in one or more later advanced pathways) seems to be a Maryland-specific approach. It will take some time for MCPS to have specifics nailed down -- for Integrated Algebra, for the later pathways and for the transition (e.g., how do they train MS teachers/offer the classes in MS, what do they keep, and for how long, to offer students hitting Algebra the year before the change so that they have meaningful/non-duplicative coursework in PreCalc, etc.).
Anonymous
05/02/2025 07:32
Subject: Compacted math or not: implications for MS/HS?
Anonymous wrote:Definitely check that thread for more info, but for OP, here, the HS courses are changing throughout Maryland as part of an overhaul of state Math standards. Anyone completing the pre-Algebra curriculum (through the content of Math 8, however achieved:
-- the new PreAlgebra course taking the place of whichever of AIM/AMP7+ was used for 6th-grade acceleration after Math 5/6
-- the combination of AMP6+ & AMP7+
-- Math 6, Math 7 & Math 8)
in or after the 2026-27 school year no longer will take the three-year sequence of Algebra I, Geometry (honors or standard) and Algebra II (honors or standard).
Instead, they will take a 2-year sequence of Integrated Algebra, which combines content from those three courses in a rearranged manner, with more integration across mathematical sub-subjects, and with some material removed to upper-level courses. Instead of taking the state Algebra exam at the end of Algebra I, they will take a new test at the end of Integrated Algebra 2.
After completion of Integrated Algebra 2, there will be 4 "advanced math pathways," each geared to a different overall learning objective.
One of these, "Algebraic Foundations of Calculus," most will recognize as the academic standard, especially for those pursuing math/science/engineering: PreCalculus (which will need to fold back in some of the standards lost from remodeling the three-year current sequence into two), Calculus (AP or otherwise) and beyond (e.g., Multivariable Calc, Differential Equations, Linear Algebra), possibly AP Statistics; how far/how many of these are taken will depend on how many years of HS remain after completion of Integrated Algebra, how many Math courses a student might want to take in those years and, unfortunately, likely whether the particular school offers some of those courses, whether at the school, via dual enrollment or (maybe) via virtual cohorting.
The other three, Quantitative Reasoning, Data & Data Analytics, and Statistics & Probability, will offer less Calculus-based/focused learning to enrich mathematical understanding associated with a variety of careers that are not as heavily math/science-focused.
To the OP's questions (and to my understanding):
What are the middle school math options and how does taking compacted math affect that?
At the moment, MCPS standard offerings in MS include the three pre-Algebra paths noted above. There are a few who jump in at a higher level (e.g., straight to Algebra), but that is not considered standard and criteria are poorly defined/inconsistent across schools. There also are support classes for those who might struggle with grade-level standards. Your DD, if taking Math 4/5 and 5/6, likely would be recommended in 6th grade for PreAlgebra with high performance, there, or AMP 6+ or Math 7 with more modest performance.
Can you still take somewhat advanced math in middle school without having done compacted math, or is your only option to take math with the general population of on and below-grade level kids?
If not taking "compacted" Math in ES, a student may be recommended to take the AMP6+/7+ sequence, which would offer similar acceleration as "compacted" Math (3 years of content delivered in 2). Cohorting by (perceived) ability or actual grade in these classes, as well as the on-grade Math 6, Math 7 & Math 8, is not overly common (the logistics of period scheduling vs. other requirementa/electices can present a challenge), but may happen at some schools in some cases.
And then for high school it sounds like there might be certain programs/magnets you can only get into having taken compacted math in elementary school, is that right? If so, which ones?
There are some selective programs where Math achievement may be used as a criterion. SMCS, Engineering and the countywide IB come to mind. High standardized test scores may allow someone not having taken the most accelerated standard Math pathway in MS to be offered a seat, but these are very exposure based. MCPS doesn't want early Math acceleration to be defining of a student's later options for such programming, but the way they have it, it is a bit of a chicken-and-egg problem. (Not sure there's a way around that.)
And if she turns out to be interested in science as she gets older, are there high school classes she won't be able to take because she's not far enough ahead in math because we didn't accelerate her now?
There are some that have certain Math prerequisites/co-requisites. She may have to wait until 10th grade instead of taking a course in 9th, for instance, if the condition is not yet met. There may be knock-on scheduling effects from (e.g., difficulty getting to a particular AP without "catching up" with a summer course or doubling up on a subject in one year). Some may see access to such courses as gravy, but a considerable population within MoCo pursues such pathways or aspires to do so.
My daughter is fairly strong but not super-advanced in math (also doesn't enjoy math much, although she does like science)-- I think she could handle compacted math, but part of me thinks it would be better to make sure she has a strong foundation rather than speed through.
My recommendation would be to have her try Math 4/5 to see if she likes it. This is based on her being "strong" and liking science. If she ends up not handling the pace well after the 1st quarter (or the second, or the end of the year), she can be shifted to on-grade-level (and perhaps opt for the AMP6+/7+ track in MS, hitting Integrated Algebra 1 in 8th). If she handles it well but still doesn't like Math by the end of Math 5/6, she can slow down in MS (again hitting Integrated Algebra 1 in 8th). If she develops a greater interest in Math along the way, she might continue with PreAlgebra in 6th, Integrated Algebra 1 in 7th and Integrated Algebra 2 in 8th.
Of course, with the latter, she would need to take 4 more advanced courses in HS, and 3 years of college-level Math in HS is not something I would recommend to a student who isn't so interested in Math in the first place. There will be the three non-Calculus-based advanced Math pathways, but it might be hard to convince oneself to eschew the Calc path. Often overlooked is AP Stats, though (instead of, say, Differential Equations), and that can be hugely valuable, whether a budding scientist or other.
I have heard several times now that the decision you make for 4th grade affects you all the way through high school, which is very overwhelming as a parent of a 9 year old!
Yup. It's not entirely definitive, given options for later acceleration/summer school/etc., but it makes certain doors easier to open. Many will tell you your DD "will be fine, whichever," and while there is a certain truth, there, don't let that deter you if you feel otherwise. Still, the sense is that too many push for acceleration where it is not needed/warranted. Such difficulty comes with the many options, and we should recognize that an ideal set of choices for all is pretty much an impossibility.
Super helpful. Does MCPS or the state have information posted that we can read about the different pathways offered after the integrated math courses? I heard about the integrated math, but not the pathways after. TIA.
Anonymous
05/02/2025 00:05
Subject: Compacted math or not: implications for MS/HS?
Definitely check that thread for more info, but for OP, here, the HS courses are changing throughout Maryland as part of an overhaul of state Math standards. Anyone completing the pre-Algebra curriculum (through the content of Math 8, however achieved:
-- the new PreAlgebra course taking the place of whichever of AIM/AMP7+ was used for 6th-grade acceleration after Math 5/6
-- the combination of AMP6+ & AMP7+
-- Math 6, Math 7 & Math 8)
in or after the 2026-27 school year no longer will take the three-year sequence of Algebra I, Geometry (honors or standard) and Algebra II (honors or standard).
Instead, they will take a 2-year sequence of Integrated Algebra, which combines content from those three courses in a rearranged manner, with more integration across mathematical sub-subjects, and with some material removed to upper-level courses. Instead of taking the state Algebra exam at the end of Algebra I, they will take a new test at the end of Integrated Algebra 2.
After completion of Integrated Algebra 2, there will be 4 "advanced math pathways," each geared to a different overall learning objective.
One of these, "Algebraic Foundations of Calculus," most will recognize as the academic standard, especially for those pursuing math/science/engineering: PreCalculus (which will need to fold back in some of the standards lost from remodeling the three-year current sequence into two), Calculus (AP or otherwise) and beyond (e.g., Multivariable Calc, Differential Equations, Linear Algebra), possibly AP Statistics; how far/how many of these are taken will depend on how many years of HS remain after completion of Integrated Algebra, how many Math courses a student might want to take in those years and, unfortunately, likely whether the particular school offers some of those courses, whether at the school, via dual enrollment or (maybe) via virtual cohorting.
The other three, Quantitative Reasoning, Data & Data Analytics, and Statistics & Probability, will offer less Calculus-based/focused learning to enrich mathematical understanding associated with a variety of careers that are not as heavily math/science-focused.
To the OP's questions (and to my understanding):
At the moment, MCPS standard offerings in MS include the three pre-Algebra paths noted above. There are a few who jump in at a higher level (e.g., straight to Algebra), but that is not considered standard and criteria are poorly defined/inconsistent across schools. There also are support classes for those who might struggle with grade-level standards. Your DD, if taking Math 4/5 and 5/6, likely would be recommended in 6th grade for PreAlgebra with high performance, there, or AMP 6+ or Math 7 with more modest performance.
If not taking "compacted" Math in ES, a student may be recommended to take the AMP6+/7+ sequence, which would offer similar acceleration as "compacted" Math (3 years of content delivered in 2). Cohorting by (perceived) ability or actual grade in these classes, as well as the on-grade Math 6, Math 7 & Math 8, is not overly common (the logistics of period scheduling vs. other requirementa/electices can present a challenge), but may happen at some schools in some cases.
There are some selective programs where Math achievement may be used as a criterion. SMCS, Engineering and the countywide IB come to mind. High standardized test scores may allow someone not having taken the most accelerated standard Math pathway in MS to be offered a seat, but these are very exposure based. MCPS doesn't want early Math acceleration to be defining of a student's later options for such programming, but the way they have it, it is a bit of a chicken-and-egg problem. (Not sure there's a way around that.)
There are some that have certain Math prerequisites/co-requisites. She may have to wait until 10th grade instead of taking a course in 9th, for instance, if the condition is not yet met. There may be knock-on scheduling effects from (e.g., difficulty getting to a particular AP without "catching up" with a summer course or doubling up on a subject in one year). Some may see access to such courses as gravy, but a considerable population within MoCo pursues such pathways or aspires to do so.
My recommendation would be to have her try Math 4/5 to see if she likes it. This is based on her being "strong" and liking science. If she ends up not handling the pace well after the 1st quarter (or the second, or the end of the year), she can be shifted to on-grade-level (and perhaps opt for the AMP6+/7+ track in MS, hitting Integrated Algebra 1 in 8th). If she handles it well but still doesn't like Math by the end of Math 5/6, she can slow down in MS (again hitting Integrated Algebra 1 in 8th). If she develops a greater interest in Math along the way, she might continue with PreAlgebra in 6th, Integrated Algebra 1 in 7th and Integrated Algebra 2 in 8th.
Of course, with the latter, she would need to take 4 more advanced courses in HS, and 3 years of college-level Math in HS is not something I would recommend to a student who isn't so interested in Math in the first place. There will be the three non-Calculus-based advanced Math pathways, but it might be hard to convince oneself to eschew the Calc path. Often overlooked is AP Stats, though (instead of, say, Differential Equations), and that can be hugely valuable, whether a budding scientist or other.
Yup. It's not entirely definitive, given options for later acceleration/summer school/etc., but it makes certain doors easier to open. Many will tell you your DD "will be fine, whichever," and while there is a certain truth, there, don't let that deter you if you feel otherwise. Still, the sense is that too many push for acceleration where it is not needed/warranted. Such difficulty comes with the many options, and we should recognize that an ideal set of choices for all is pretty much an impossibility.
-- the new PreAlgebra course taking the place of whichever of AIM/AMP7+ was used for 6th-grade acceleration after Math 5/6
-- the combination of AMP6+ & AMP7+
-- Math 6, Math 7 & Math 8)
in or after the 2026-27 school year no longer will take the three-year sequence of Algebra I, Geometry (honors or standard) and Algebra II (honors or standard).
Instead, they will take a 2-year sequence of Integrated Algebra, which combines content from those three courses in a rearranged manner, with more integration across mathematical sub-subjects, and with some material removed to upper-level courses. Instead of taking the state Algebra exam at the end of Algebra I, they will take a new test at the end of Integrated Algebra 2.
After completion of Integrated Algebra 2, there will be 4 "advanced math pathways," each geared to a different overall learning objective.
One of these, "Algebraic Foundations of Calculus," most will recognize as the academic standard, especially for those pursuing math/science/engineering: PreCalculus (which will need to fold back in some of the standards lost from remodeling the three-year current sequence into two), Calculus (AP or otherwise) and beyond (e.g., Multivariable Calc, Differential Equations, Linear Algebra), possibly AP Statistics; how far/how many of these are taken will depend on how many years of HS remain after completion of Integrated Algebra, how many Math courses a student might want to take in those years and, unfortunately, likely whether the particular school offers some of those courses, whether at the school, via dual enrollment or (maybe) via virtual cohorting.
The other three, Quantitative Reasoning, Data & Data Analytics, and Statistics & Probability, will offer less Calculus-based/focused learning to enrich mathematical understanding associated with a variety of careers that are not as heavily math/science-focused.
To the OP's questions (and to my understanding):
What are the middle school math options and how does taking compacted math affect that?
At the moment, MCPS standard offerings in MS include the three pre-Algebra paths noted above. There are a few who jump in at a higher level (e.g., straight to Algebra), but that is not considered standard and criteria are poorly defined/inconsistent across schools. There also are support classes for those who might struggle with grade-level standards. Your DD, if taking Math 4/5 and 5/6, likely would be recommended in 6th grade for PreAlgebra with high performance, there, or AMP 6+ or Math 7 with more modest performance.
Can you still take somewhat advanced math in middle school without having done compacted math, or is your only option to take math with the general population of on and below-grade level kids?
If not taking "compacted" Math in ES, a student may be recommended to take the AMP6+/7+ sequence, which would offer similar acceleration as "compacted" Math (3 years of content delivered in 2). Cohorting by (perceived) ability or actual grade in these classes, as well as the on-grade Math 6, Math 7 & Math 8, is not overly common (the logistics of period scheduling vs. other requirementa/electices can present a challenge), but may happen at some schools in some cases.
And then for high school it sounds like there might be certain programs/magnets you can only get into having taken compacted math in elementary school, is that right? If so, which ones?
There are some selective programs where Math achievement may be used as a criterion. SMCS, Engineering and the countywide IB come to mind. High standardized test scores may allow someone not having taken the most accelerated standard Math pathway in MS to be offered a seat, but these are very exposure based. MCPS doesn't want early Math acceleration to be defining of a student's later options for such programming, but the way they have it, it is a bit of a chicken-and-egg problem. (Not sure there's a way around that.)
And if she turns out to be interested in science as she gets older, are there high school classes she won't be able to take because she's not far enough ahead in math because we didn't accelerate her now?
There are some that have certain Math prerequisites/co-requisites. She may have to wait until 10th grade instead of taking a course in 9th, for instance, if the condition is not yet met. There may be knock-on scheduling effects from (e.g., difficulty getting to a particular AP without "catching up" with a summer course or doubling up on a subject in one year). Some may see access to such courses as gravy, but a considerable population within MoCo pursues such pathways or aspires to do so.
My daughter is fairly strong but not super-advanced in math (also doesn't enjoy math much, although she does like science)-- I think she could handle compacted math, but part of me thinks it would be better to make sure she has a strong foundation rather than speed through.
My recommendation would be to have her try Math 4/5 to see if she likes it. This is based on her being "strong" and liking science. If she ends up not handling the pace well after the 1st quarter (or the second, or the end of the year), she can be shifted to on-grade-level (and perhaps opt for the AMP6+/7+ track in MS, hitting Integrated Algebra 1 in 8th). If she handles it well but still doesn't like Math by the end of Math 5/6, she can slow down in MS (again hitting Integrated Algebra 1 in 8th). If she develops a greater interest in Math along the way, she might continue with PreAlgebra in 6th, Integrated Algebra 1 in 7th and Integrated Algebra 2 in 8th.
Of course, with the latter, she would need to take 4 more advanced courses in HS, and 3 years of college-level Math in HS is not something I would recommend to a student who isn't so interested in Math in the first place. There will be the three non-Calculus-based advanced Math pathways, but it might be hard to convince oneself to eschew the Calc path. Often overlooked is AP Stats, though (instead of, say, Differential Equations), and that can be hugely valuable, whether a budding scientist or other.
I have heard several times now that the decision you make for 4th grade affects you all the way through high school, which is very overwhelming as a parent of a 9 year old!
Yup. It's not entirely definitive, given options for later acceleration/summer school/etc., but it makes certain doors easier to open. Many will tell you your DD "will be fine, whichever," and while there is a certain truth, there, don't let that deter you if you feel otherwise. Still, the sense is that too many push for acceleration where it is not needed/warranted. Such difficulty comes with the many options, and we should recognize that an ideal set of choices for all is pretty much an impossibility.
Anonymous
05/01/2025 21:43
Subject: Compacted math or not: implications for MS/HS?
Anonymous wrote:Saw this interesting document for the BOE special populations meeting on Monday... looks like about 1/3 of 4th and 5th graders take compacted math. So I guess the assumption is that almost any above-average kid should be taking it?
https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/DG9QEH68EDDF/$file/May%205%202025%20Special%20Populations%20Committee.pdf
Absolutely.
Anonymous
05/01/2025 21:41
Subject: Compacted math or not: implications for MS/HS?
Saw this interesting document for the BOE special populations meeting on Monday... looks like about 1/3 of 4th and 5th graders take compacted math. So I guess the assumption is that almost any above-average kid should be taking it?
https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/DG9QEH68EDDF/$file/May%205%202025%20Special%20Populations%20Committee.pdf
https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/DG9QEH68EDDF/$file/May%205%202025%20Special%20Populations%20Committee.pdf
Anonymous
05/01/2025 20:53
Subject: Compacted math or not: implications for MS/HS?
1. Don't make the mistake of thinking that slower pathways make for a better foundation. There's only so much the teacher can do with the curriculum. Kids either get it or they don't. Your kid, if she's not in the right level, will just be terribly bored instead of learning better.
2. There are off-ramps exactly as PP described them.
3. Or... your kid can just go as far as she can go. My kid was in compacted math, tested in algebra 1 in 6th, and is now in AP Calc BC in 10th. She's not a math whiz kid, but she gets stuff pretty quickly. Her high school offers post-AP math: multivariable calculus, and duel enrollment courses. Not all high schools offer the same advanced courses, BTW. We know a kid who went to UMD for Calculus 3 in 12th grade, because he wanted to major in engineering in college.
4. I wanted to push back on some of the stuff posters have written. Neither of my kids "love" math. They're fine with it. My other kid has diagnosed ADHD and low processing speed, and still followed a math track ending with AP Calc BC in 12th grade. This really isn't the incredibly lofty goal people make it out to be!
2. There are off-ramps exactly as PP described them.
3. Or... your kid can just go as far as she can go. My kid was in compacted math, tested in algebra 1 in 6th, and is now in AP Calc BC in 10th. She's not a math whiz kid, but she gets stuff pretty quickly. Her high school offers post-AP math: multivariable calculus, and duel enrollment courses. Not all high schools offer the same advanced courses, BTW. We know a kid who went to UMD for Calculus 3 in 12th grade, because he wanted to major in engineering in college.
4. I wanted to push back on some of the stuff posters have written. Neither of my kids "love" math. They're fine with it. My other kid has diagnosed ADHD and low processing speed, and still followed a math track ending with AP Calc BC in 12th grade. This really isn't the incredibly lofty goal people make it out to be!