Anonymous wrote:"Algebra is algebra. Not much has changed over the last 100 years. Algebra in Moscow is the same as algebra in Lagos, D.C or Beijing. What disconnect? "

that was my thought too. it is not as if this is a History test where the focus of lessons/review packets would make a huge difference in what you focus time on. it's not even geometry where there was a fair amt of memorizing (at least how I was taught it w/ tons of proofs).

Geometry exams were included.

"Algebra is algebra. Not much has changed over the last 100 years. Algebra in Moscow is the same as algebra in Lagos, D.C or Beijing. What disconnect? "

that was my thought too. it is not as if this is a History test where the focus of lessons/review packets would make a huge difference in what you focus time on. it's not even geometry where there was a fair amt of memorizing (at least how I was taught it w/ tons of proofs).

Anonymous wrote:

What the article does suggest is that there might be a disconnect between the curriculum and the test, between the review packet and the test, or their might be cumulative educational deficits either due to acceleration, or to the curriculum. We don't know.

Link to Post Article: http://www.washingtonpost.com/local/education/thou...2-9a98-4be1688d7d84_story.html



"Algebra is algebra. Not much has changed over the last 100 years. Algebra in Moscow is the same as algebra in Lagos, D.C or Beijing. What disconnect? It is either taught well, poorly or not all. MCPS leadership is shopping for excuses: too much over acceleration, disconnect between curriculum and test, kids don't take it seriously because the inflated A grade in the subject is already in the bag, must be the remedial kids we have been accelerating over the last decade (since the advanced and accelerated must have done well), must be immigrants that don't speak English as primary language soiling our statistics."

Honor level math classes use the same curriculum as on level classes, but concepts are taught differently with the premise that these kids are more independent and motivated. With a much lower fail rate among honor students, are you suggesting that on level math teachers don't teach as well as honors math teachers? This issue is much more complex than one's teaching ability.

Anonymous wrote:Well, I was told that the algebra curriculum would change next year under 2.0 which indicates there are different ways to teach it. I shudder to think what that will do to the tests.

No worries Just lower the test score for passing et voila! MoCo will be back to number #1 in the USA.

Well, I was told that the algebra curriculum would change next year under 2.0 which indicates there are different ways to teach it. I shudder to think what that will do to the tests.

What the article does suggest is that there might be a disconnect between the curriculum and the test, between the review packet and the test, or their might be cumulative educational deficits either due to acceleration, or to the curriculum. We don't know.

Link to Post Article: http://www.washingtonpost.com/local/education/thou...2-9a98-4be1688d7d84_story.html



"Algebra is algebra. Not much has changed over the last 100 years. Algebra in Moscow is the same as algebra in Lagos, D.C or Beijing. What disconnect? It is either taught well, poorly or not all. MCPS leadership is shopping for excuses: too much over acceleration, disconnect between curriculum and test, kids don't take it seriously because the inflated A grade in the subject is already in the bag, must be the remedial kids we have been accelerating over the last decade (since the advanced and accelerated must have done well), must be immigrants that don't speak English as primary language soiling our statistics."

60% of the kids that end up at community(ish) college..

“It’s the ‘We’re great’ syndrome,” she said. “I think you have to take this as a signal that you have to look much more closely and see maybe there are some things kids aren’t learning — maybe as far back as fractions.”

This board is total proof of this.

I thought MoCo was supposed to be the best. Guess this school system is going to crap.

And where kids master "algebra" in 6th and 7th grade. Calculus coming to 9th graders soon. MoCo kids are so much smarter than the rest of America.

At least they weren't changing kids answers, like in DC, but the results were the same.

MoCo where the schools are so good, all the kids are above average. Some of the best schools in the country. Only 60% of kids in Montgomery College need remedial math. Great job MoCo Schools!

To get back on track, after another round of digressing into the failings of 2.0 and illegal immigration. Here is the exact text from the article in todays Post:

Recently released figures show failure rates of 62 percent for high school students taking the county’s geometry final and 57 percent for those taking the Algebra 2 exam. Among students taking the same courses on the honors level, 30 percent to 36 percent failed the end-of-semester tests in January, according to data from the school system.

Both accelerated and non-accelerated kids are failing at a huge rate. This cohort of kids did not have 2.0 and may or may not have been over accelerated, we don't have the data on year over year failures for these kids, so we really can't tell.

What the article does suggest is that there might be a disconnect between the curriculum and the test, between the review packet and the test, or their might be cumulative educational deficits either due to acceleration, or to the curriculum. We don't know.

Link to Post Article: http://www.washingtonpost.com/local/education/thousands-flunk-math-finals-in-montgomery/2013/05/04/88f807d4-b37e-11e2-9a98-4be1688d7d84_story.html

I haven't seen any info about how these results compare to other years. Are the typical or unusual?

Anonymous wrote:PP, MCPS has been saying that kids were getting over-accelerated, leading to problems later on. MCPS is not saying that this is the cause of the flunk rate among the kids who were not accelerated, either appropriately or over-.

I'm this PP, and I take it back, partly -- a Board of Education member is saying that it might be related to over-acceleration.

Interesting that this came to light because if Rockville High School parents.