Anonymous wrote:

Anonymous wrote:My child had a 5th grade spring map score of 253 (5th) and 6th fall of 245. At Frost the process (as explained to me at least) was that unless you had very special circumstances all 6th graders were placed in AIM. After a couple weeks teachers made recommendations as to which 6th graders would be good candidates to push to algebra and those students, with approval of parents, had their schedules adjusted. This was not communicated publicly at all but parents in know could put their finger on the scale a bit and AIM teacher if your child could be considered for acceleration. This wasn't a sure thing but at least made sure your child was on the radar. After the first couple weeks the math coordinator reached out and said that my child was on the bubble and they could go either way. They gave the usual warnings of "it could destroy their self esteem if they try and fail" but we decided to proceed anyway.

Its been a great confidence booster for them to be in this accelerated cohort even though there were some challenges as the gaps of skipped material emerged. The school did not make any accomodations or special effort to help head off these gaps and the burden was generally on the student to ask for help.

Is this a troll? Like, you think it's totally OK that "parents in the know could put their finger on the scale?" So much for equity etc.

OP here. That PP is not a troll. After googling I found this. See how it mentions Algebra 2. :

https://www.montgomeryschoolsmd.org/schools/robertfrostms/news-index/2024-summer-math-packets/

https://www.montgomeryschoolsmd.org/siteassets/schools/middle-schools/n-r/robertfrostms/uploadedfiles/academics/mathsequence.pdf

I wish we had the resources to be in a school like Frost. You would think a magnet school would offer Algebra 2, but we have to beg the school for placement and bussing, while a non magnet school actually offers the course.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There is a fact that parents and students need to consider wisely. Students are required to complete four years of math. Taking Alg 1 in 6th leads to Calculus in 10 and two more years of required math. Just because a kid is advanced, does not mean they are going to be wanting to take such advanced math later in HS. Additionally, not all HS have a big enough cohort to offer many classes beyond Calculus which could put them at having to take courses through MC.

Also, there will be some missed content when you jump straight into Alg1 and it will be up to the student to bridge these gaps/seek out additional help.

This is not to say a student shouldn’t take Alg1 in 6th, but to show that MCPS isn’t readily recommending it to folks because they a) know there is no need to accelerate so quickly except in rare circumstances, and 2) that what starts out looking great in 6th many times does not seem that way come 10th/11th/12th grade.

I'm a PP whose kid did Alg 1 in 6th. I don't know whether there were gaps, but my kid just breezed through it. We hadn't paid for a tutor or enrichment, but she told me after the fact that whenever she didn't understand something, she would just watch a Khan Academy video. She said that in an off-hand way, as if it wasn't even worth mentioning. Now she's in precalc in 9th grade, and it's not hard, but she told me that for the time in her life, she can't do something other than math in math class: usually she reads in every class, because she finishes her work early. She still does most of her math homework in class.

Yes, parents should know that high school requires math every year. After diff equations, we are planning on having her sign up for a class at UMD, because that's what another kid did in our circle. Or she can take an easier math class in MCPS. Or Montgomery College. There are options.

OP here. My kid does not do Kumon, Mathnasium and watched the free Khan Academy videos over the summer. She gets it just by watching those videos. And just like your DD, when retakes are given to other kids, she reads in class, finishes home work in class. She does nothing related to school at home while my other kid spends an hour every day doing homework. I feel she will have a shock when she goes to high school with a whole bunch of smart kids and her confidence is going to drop.

Yesterday, just for kicks, for 10 min, she and me watched some algebra videos with fractions and variables on both sides of equation and we had a challenge as to who can do it correctly (been 30 years since I did Algebra). It took a few tries and she was able to do it. I'm not sure when that is usually taught in 6th grade. But she gets it.

Its good to know that Math is required every year but there are options in high school if the kid is ahead. Curious about the UMD or MC classes - does it earn them college credit?

It depends what you mean by college credit.

My son is in college majoring in International Affairs, and his university allowed him to skip the introductory econ and history classes because of his APs in that topic, and go straight to the more in-depth coursework. However they will not count his high school classes as credit towards college graduation. Two different things!

As for the transition to high school, it might not be as hard as you think. I used to fear that, but after the first couple of weeks, when teachers put the fear of God in all the 9th graders, DD realized it wasn't that much work...

Anonymous wrote:

Anonymous wrote:This thread just makes me angry because when I asked our MS counselor *before* 6th grade if we could do this, he said that no, all kids in 6th grade can either take AMP6+ or AMP7+ (no AIM at our school starting a few years back). Then in the middle of 7th grade the principal casually mentioned that yes, if your little darling is a little genius, of course things could be done. Just gahhh. Not even sure we would have done this, because it's a PITA taking Algebra II at the HS in 8th grade, but just thinking back on this makes me so mad.

Hire a lawyer sur that counselor and or teacher or principal.

You're the troll here not the person who mentioned Frost

Anonymous wrote:

Anonymous wrote:My child had a 5th grade spring map score of 253 (5th) and 6th fall of 245. At Frost the process (as explained to me at least) was that unless you had very special circumstances all 6th graders were placed in AIM. After a couple weeks teachers made recommendations as to which 6th graders would be good candidates to push to algebra and those students, with approval of parents, had their schedules adjusted. This was not communicated publicly at all but parents in know could put their finger on the scale a bit and AIM teacher if your child could be considered for acceleration. This wasn't a sure thing but at least made sure your child was on the radar. After the first couple weeks the math coordinator reached out and said that my child was on the bubble and they could go either way. They gave the usual warnings of "it could destroy their self esteem if they try and fail" but we decided to proceed anyway.

Its been a great confidence booster for them to be in this accelerated cohort even though there were some challenges as the gaps of skipped material emerged. The school did not make any accomodations or special effort to help head off these gaps and the burden was generally on the student to ask for help.

Is this a troll? Like, you think it's totally OK that "parents in the know could put their finger on the scale?" So much for equity etc.

Don't blame the parents. Blame MCPS, who doesn't want to advance students, NOT because the kids have difficulties later on (which they will claim, obviously), but because it's too much of an administrative hassle. MCPS also has budget concerns and keeps squeezing the special programs, for kids with special needs. They also refuse to expand the number of magnet middle school seats, of which there are very few, and then act all put out when the CES kids ask for Alg 1 in 6th at their home middle school.

MCPS is just an unwieldy system and some parents learn a few ways to go around the stated policies to better suit their kid.

I learned, for ex, that kids don't "need" to follow the Bio, then Chem, then Phys pathway laid out on the presentation slides for high school, with prerequisites to take AP versions. Parents take that as gospel because that's what MCPS wants them to think, to make it easier administratively. My kid started with Honors Chem, then will take AP Chem, then AP Phys C (which requires Calculus, so thank goodness she took Alg 1 in 6th), then take AP Bio. Her school waived the Bio pre req given that Bio will be her last STEM class after a rigorous pathway.
Same for the history pathway that many kids take: AP Gov in 9th, AP US History in 10th, then AP World History in 11th. If you want to do it in a different order, you can.

I also learned that if kids take a foreign language (or possibly other topics) outside of MCPS, *IF* the organization is approved by MCPS, then those classes count as credits on the MCPS transcript. Only half-credits, though, so it might not matter to high achievers. But it could matter to someone who is struggling to graduate!

MCPS doesn't tell you all the things because it's so complex, the teacher or staff member doing the presentation at Back To School Night probably doesn't know all the things. Various people know different things, and it's hard to synthesize it for all parents.

My conclusion is that if you have any particular question about your child's path in MCPS, you have to keep asking different people (the teacher, the counselor, the Principal, DCUM, Central Office, the coordinator for that special subject, etc), because maybe you need to shake many trees before you get a full picture of what's possible and what's not possible. And don't let stupid DCUM trolls tell you that you're Tiger Parentish or overly obsessed or whatnot. Different kids need different things. If you don't ask around, or don't do your research, you won't know.

Anonymous wrote:This thread just makes me angry because when I asked our MS counselor *before* 6th grade if we could do this, he said that no, all kids in 6th grade can either take AMP6+ or AMP7+ (no AIM at our school starting a few years back). Then in the middle of 7th grade the principal casually mentioned that yes, if your little darling is a little genius, of course things could be done. Just gahhh. Not even sure we would have done this, because it's a PITA taking Algebra II at the HS in 8th grade, but just thinking back on this makes me so mad.

Hire a lawyer sur that counselor and or teacher or principal.

Anonymous wrote:My child had a 5th grade spring map score of 253 (5th) and 6th fall of 245. At Frost the process (as explained to me at least) was that unless you had very special circumstances all 6th graders were placed in AIM. After a couple weeks teachers made recommendations as to which 6th graders would be good candidates to push to algebra and those students, with approval of parents, had their schedules adjusted. This was not communicated publicly at all but parents in know could put their finger on the scale a bit and AIM teacher if your child could be considered for acceleration. This wasn't a sure thing but at least made sure your child was on the radar. After the first couple weeks the math coordinator reached out and said that my child was on the bubble and they could go either way. They gave the usual warnings of "it could destroy their self esteem if they try and fail" but we decided to proceed anyway.

Its been a great confidence booster for them to be in this accelerated cohort even though there were some challenges as the gaps of skipped material emerged. The school did not make any accomodations or special effort to help head off these gaps and the burden was generally on the student to ask for help.

Is this a troll? Like, you think it's totally OK that "parents in the know could put their finger on the scale?" So much for equity etc.

This thread just makes me angry because when I asked our MS counselor *before* 6th grade if we could do this, he said that no, all kids in 6th grade can either take AMP6+ or AMP7+ (no AIM at our school starting a few years back). Then in the middle of 7th grade the principal casually mentioned that yes, if your little darling is a little genius, of course things could be done. Just gahhh. Not even sure we would have done this, because it's a PITA taking Algebra II at the HS in 8th grade, but just thinking back on this makes me so mad.

Why the hell do you continue to start another thread about math, they're have been numerous in last few week. Learn to search

I have a kid in Geometry in 8th grade. Their MAP is 300+ and they are taking more advanced content at AOPs, which they love. Geometry class is trivial to them but so would be Algebra 2. They told me the kids they know who are taking Algebra 2 in 8th have a lot of gaps.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There is a fact that parents and students need to consider wisely. Students are required to complete four years of math. Taking Alg 1 in 6th leads to Calculus in 10 and two more years of required math. Just because a kid is advanced, does not mean they are going to be wanting to take such advanced math later in HS. Additionally, not all HS have a big enough cohort to offer many classes beyond Calculus which could put them at having to take courses through MC.

Also, there will be some missed content when you jump straight into Alg1 and it will be up to the student to bridge these gaps/seek out additional help.

This is not to say a student shouldn’t take Alg1 in 6th, but to show that MCPS isn’t readily recommending it to folks because they a) know there is no need to accelerate so quickly except in rare circumstances, and 2) that what starts out looking great in 6th many times does not seem that way come 10th/11th/12th grade.

I'm a PP whose kid did Alg 1 in 6th. I don't know whether there were gaps, but my kid just breezed through it. We hadn't paid for a tutor or enrichment, but she told me after the fact that whenever she didn't understand something, she would just watch a Khan Academy video. She said that in an off-hand way, as if it wasn't even worth mentioning. Now she's in precalc in 9th grade, and it's not hard, but she told me that for the time in her life, she can't do something other than math in math class: usually she reads in every class, because she finishes her work early. She still does most of her math homework in class.

Yes, parents should know that high school requires math every year. After diff equations, we are planning on having her sign up for a class at UMD, because that's what another kid did in our circle. Or she can take an easier math class in MCPS. Or Montgomery College. There are options.

OP here. My kid does not do Kumon, Mathnasium and watched the free Khan Academy videos over the summer. She gets it just by watching those videos. And just like your DD, when retakes are given to other kids, she reads in class, finishes home work in class. She does nothing related to school at home while my other kid spends an hour every day doing homework. I feel she will have a shock when she goes to high school with a whole bunch of smart kids and her confidence is going to drop.

Yesterday, just for kicks, for 10 min, she and me watched some algebra videos with fractions and variables on both sides of equation and we had a challenge as to who can do it correctly (been 30 years since I did Algebra). It took a few tries and she was able to do it. I'm not sure when that is usually taught in 6th grade. But she gets it.

Its good to know that Math is required every year but there are options in high school if the kid is ahead. Curious about the UMD or MC classes - does it earn them college credit?

Yes they earn college credit. Whether it can be applied as credit will depend on where they go to college.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There is a fact that parents and students need to consider wisely. Students are required to complete four years of math. Taking Alg 1 in 6th leads to Calculus in 10 and two more years of required math. Just because a kid is advanced, does not mean they are going to be wanting to take such advanced math later in HS. Additionally, not all HS have a big enough cohort to offer many classes beyond Calculus which could put them at having to take courses through MC.

Also, there will be some missed content when you jump straight into Alg1 and it will be up to the student to bridge these gaps/seek out additional help.

This is not to say a student shouldn’t take Alg1 in 6th, but to show that MCPS isn’t readily recommending it to folks because they a) know there is no need to accelerate so quickly except in rare circumstances, and 2) that what starts out looking great in 6th many times does not seem that way come 10th/11th/12th grade.

If they take high school credits in MS they still have to take 4 more years in high school? DDs aim is to go to Blair or Poolesville and without the Algebra 1 in 6th is it even possible?

Of course this is possible. If fact, the majority of kids coming into Poolesville took Alg 1 in 7th. They end up in the same class as the kids that already took Algebra 2. Let me said it again, everyone ends up in the same class.

Thank you. Its good to know that. What class do they end up in in Poolesville?

Whatever class is next for them in the math sequence. There are only a couple programs that have special math class offerings.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There is a fact that parents and students need to consider wisely. Students are required to complete four years of math. Taking Alg 1 in 6th leads to Calculus in 10 and two more years of required math. Just because a kid is advanced, does not mean they are going to be wanting to take such advanced math later in HS. Additionally, not all HS have a big enough cohort to offer many classes beyond Calculus which could put them at having to take courses through MC.

Also, there will be some missed content when you jump straight into Alg1 and it will be up to the student to bridge these gaps/seek out additional help.

This is not to say a student shouldn’t take Alg1 in 6th, but to show that MCPS isn’t readily recommending it to folks because they a) know there is no need to accelerate so quickly except in rare circumstances, and 2) that what starts out looking great in 6th many times does not seem that way come 10th/11th/12th grade.

If they take high school credits in MS they still have to take 4 more years in high school? DDs aim is to go to Blair or Poolesville and without the Algebra 1 in 6th is it even possible?

Of course this is possible. If fact, the majority of kids coming into Poolesville took Alg 1 in 7th. They end up in the same class as the kids that already took Algebra 2. Let me said it again, everyone ends up in the same class.

Thank you. Its good to know that. What class do they end up in in Poolesville?

Anonymous wrote:

Anonymous wrote:There is a fact that parents and students need to consider wisely. Students are required to complete four years of math. Taking Alg 1 in 6th leads to Calculus in 10 and two more years of required math. Just because a kid is advanced, does not mean they are going to be wanting to take such advanced math later in HS. Additionally, not all HS have a big enough cohort to offer many classes beyond Calculus which could put them at having to take courses through MC.

Also, there will be some missed content when you jump straight into Alg1 and it will be up to the student to bridge these gaps/seek out additional help.

This is not to say a student shouldn’t take Alg1 in 6th, but to show that MCPS isn’t readily recommending it to folks because they a) know there is no need to accelerate so quickly except in rare circumstances, and 2) that what starts out looking great in 6th many times does not seem that way come 10th/11th/12th grade.

I'm a PP whose kid did Alg 1 in 6th. I don't know whether there were gaps, but my kid just breezed through it. We hadn't paid for a tutor or enrichment, but she told me after the fact that whenever she didn't understand something, she would just watch a Khan Academy video. She said that in an off-hand way, as if it wasn't even worth mentioning. Now she's in precalc in 9th grade, and it's not hard, but she told me that for the time in her life, she can't do something other than math in math class: usually she reads in every class, because she finishes her work early. She still does most of her math homework in class.

Yes, parents should know that high school requires math every year. After diff equations, we are planning on having her sign up for a class at UMD, because that's what another kid did in our circle. Or she can take an easier math class in MCPS. Or Montgomery College. There are options.

OP here. My kid does not do Kumon, Mathnasium and watched the free Khan Academy videos over the summer. She gets it just by watching those videos. And just like your DD, when retakes are given to other kids, she reads in class, finishes home work in class. She does nothing related to school at home while my other kid spends an hour every day doing homework. I feel she will have a shock when she goes to high school with a whole bunch of smart kids and her confidence is going to drop.

Yesterday, just for kicks, for 10 min, she and me watched some algebra videos with fractions and variables on both sides of equation and we had a challenge as to who can do it correctly (been 30 years since I did Algebra). It took a few tries and she was able to do it. I'm not sure when that is usually taught in 6th grade. But she gets it.

Its good to know that Math is required every year but there are options in high school if the kid is ahead. Curious about the UMD or MC classes - does it earn them college credit?

Anonymous wrote:

Anonymous wrote:

This is why I want my child to be moved. Is your child doing well? A or B in Math? My kid got a 260 this Fall and in Spring and is in one of the whole school magnets. What will your child take in 7th and 8th in this path?

My child is now in 8th (Hon Algebra 2) and has been getting straight A's. They are extremely self directed and is the type to re-write their notes when they get home from school and do extra problems of their own initiative. Not one of the math "stars" but does the work diligently.

Frost has a teacher who teaches Alg 2 in school though they warn every year that it is not a guarantee and students may need to walk to Wootton in the morning. I'm guessing part of the reason they are open to students accelerating is to maintain enough of a cohort to justify offering Alg2 in school. I can imagine at other middle schools that it becomes a logistical hassle for counselors and math department.

Our plan for High school is Precal -> BC Calc -> Multi Var Calc -> AP Stats. Still on the fence about this as a 1 year break in calc before college could lose momentum.
Depending on schedule load we may decide to do AB Calc then BC Calc to slow things down or maybe do AP Stats first and then do BC Calc as a junior. One of the reasons to accelerate was to open options up in high school. Having AP Stats early may help with research internships or projects, or if they have an interest in physics makes Physics C as a junior an easier path with AP Calc as a sophomore. Again, opens up options, even for a kid who is not brilliant at math but mature enough to keep up with the work.

OP here. This is how my DD is too. My DD says a 6th grader on the bus got moved to Algebra 1 after Fall MAP test since he got 285 or something like that, so they do move kids if they are way ahead. The Math coordinator first emailed me about how the kids struggle when they are with high schoolers, then about how they will miss their peers and avoided moving her when I emailed before we started school. Now he comes up with the its past 25 days. It just seemed like he does not want to advance kids unless they are extreme outliers like the kid with 285. Kind of unfair to kids like my DD who are better off than the cohorts in the class. Considering this is a whole school magnet, would have been nice if they approached it like Frost does and offered Algebra 2 in their own school. DD says that many kids struggle in AIM and get 3/10, 4/10 in quizzes and the class goes slower so everyone catches up. Apparently the teacher who is the coordinator as well asked her if she found it easy and she said yes, so he knows she finds it easy. She likes his class because he is funny, but what good does that do for her if she gets into a magnet in high school and then struggles because she is not used to working hard.


Do colleges care about whether a kid has done AP Stats or Multi Var Cal for acceptance?

PP again. Should clarify.. All the kids that BELONG on the advanced math track end up in the same class.