Anonymous wrote:Having a one time - teacher decided- decision is horrible. Based on whether your kid made the cut or not tracks them all the way through high school. The kids in compact math will feel smarter and "good at math". As a society, we need to increase opportunities for students to excel in stem classes (especially girls). Unfortunately, this one shot decision made by only one elemetary teacher will have long term effects.

Also, not only is it not a one-shot decision, but lots of people have input into the decision on compacted math in third grade -- or at least that's how my child's teacher explained it. The child takes a series of tests over months, then the district takes the scores from all of the children in the district to decide what the cut-off score is, and then the third-grade team gets together with the counselor, the data specialist, and probably other people to decide about the children who were above the cut-off score.

Is there a subjective element to the testing? My child said that she gets points for how she explains her answer verbally to the teacher.

Its very subjective but unfortunately this is what 2.0 is all about now. Not sure why anyone surprised since kids at our school never received any regular assessments beyond teacher observation for years all the way up until compacted math.

Math instruction in MCPS is so horribly broken. Its really shocking considering how MCPS was once known for being a great school system for math. Now, its among the worst.

Anonymous wrote:Having a one time - teacher decided- decision is horrible. Based on whether your kid made the cut or not tracks them all the way through high school. The kids in compact math will feel smarter and "good at math". As a society, we need to increase opportunities for students to excel in stem classes (especially girls). Unfortunately, this one shot decision made by only one elemetary teacher will have long term effects.

Well, some people are complaining that 2.0 is already too difficult for some kids, that not everyone is the same, that kids should be taught "at their level", so your idea wouldn't appeal to some people. Others would agree with you and have stated that we should have HGC available for everyone, too.

If your kid is on track under 2.0, your kid will take Algebra by 8th, and Calculus by 12th. That's pretty advanced. Kids in compacted math will take Algebra by 7th. Most kids are not ready for Algebra by 7th. If your kid is good at math but not in compacted math, your kid will be just fine as far as math is concerned and being on the "normal" track will not negatively impact their love of STEM. However, pushing or artificially making your kid good at math *may* negatively impact their attitude on STEM subjects.

Anonymous wrote:There are kids who joined compacted math in 5th grade this year. There are also kids who went right from Math 7 to Algebra this year. It is not a one time opening.

There are also sixth-graders who started the year in Math 6 and then moved to IM.

There are kids who joined compacted math in 5th grade this year. There are also kids who went right from Math 7 to Algebra this year. It is not a one time opening.

Having a one time - teacher decided- decision is horrible. Based on whether your kid made the cut or not tracks them all the way through high school. The kids in compact math will feel smarter and "good at math". As a society, we need to increase opportunities for students to excel in stem classes (especially girls). Unfortunately, this one shot decision made by only one elemetary teacher will have long term effects.

Anonymous wrote:Is there a subjective element to the testing? My child said that she gets points for how she explains her answer verbally to the teacher.

Yes, there is that part. There are five elements that they look at, and the verbal explanation is one, although I think some teachers accept pictures instead of verbal explanations.

Anonymous wrote:I wonder if some schools are inflating the numbers so they don't have to bus the kids.

In any case, your kid either made the cutoff or they didn't.

How would the school inflate the numbers? The school district decides what the cut-off score is.

Is there a subjective element to the testing? My child said that she gets points for how she explains her answer verbally to the teacher.

I wonder if some schools are inflating the numbers so they don't have to bus the kids.

In any case, your kid either made the cutoff or they didn't.

Our SS school has over 20 students in compacted math (for both 4th and 5th). Not sure why people are assuming SS schools have fewer students in compacted math. And they aren't bussed to the MS.

Yes, I realize that people were probably just creating a hypothetical situation, but I wouldn't assume that SS schools have fewer kids in compacted math. I have had kids at Forest Knolls and Pine Crest, and at both schools there was a separate compacted math class held at the school. I was surprised to hear that any schools bus their kids to a middle school. That's something I've never heard of happening, but I guess each school is different.

Our SS school has over 20 students in compacted math (for both 4th and 5th). Not sure why people are assuming SS schools have fewer students in compacted math. And they aren't bussed to the MS.

Anonymous wrote:

Anonymous wrote:Agreed but that doesn't mean the numbers are limited. If the SS school had 10 kids they could send 10 the the MS or with the same effort they could send 15 or 5. Meanwhile Chevy CHase should not be saying well we have 25 slots to fill so even if the kids are not making the cut off we will put them in the advanced class.

But the SS school can't send 15 if there are is only one classroom with 25 slots that have to be split amongst several silver spring elementary schools.

That's not how it works. Each school screens their own students and makes the decision for whether or not the children will be in the class. Then the school tells the county whether they will be teaching it in their school or will be bussing the students to the middle school. That's it- there are no restrictions placed on any school (Silver Spring or anywhere) about number of students that can be in the class. Well of course the child has to meet the benchmark the county sets for admission into the class, but that benchmark level does not change within the county.

Anonymous wrote:Agreed but that doesn't mean the numbers are limited. If the SS school had 10 kids they could send 10 the the MS or with the same effort they could send 15 or 5. Meanwhile Chevy CHase should not be saying well we have 25 slots to fill so even if the kids are not making the cut off we will put them in the advanced class.

But the SS school can't send 15 if there are is only one classroom with 25 slots that have to be split amongst several silver spring elementary schools.

Agreed but that doesn't mean the numbers are limited. If the SS school had 10 kids they could send 10 the the MS or with the same effort they could send 15 or 5. Meanwhile Chevy CHase should not be saying well we have 25 slots to fill so even if the kids are not making the cut off we will put them in the advanced class.