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Anonymous wrote:I had though at some point folks said that the score needed to get into Algebra 1 was 1046. And that pre algebra was in the 900s. MAYBE 940 but I may have made that up.

To get into pre Algebra 7 the you need a 475 on the SOL and a 785 on MI. So it seems weird to me that you need a lower score to get into that when it comes 7/8 grade math.

Where did you get the numbers for Algebra 7, they seem low

DP. Its detailed on the letter to rising 7th grade parents. FWIW there is definitely teacher input. My DD scored very low on the MI which was weird b/c she's an A student. The teacher worked with her to see what was wrong and looks like it had to do with something that one of new 5th grade teachers at the elementary school didn't teach last year (she said she had multiple kids with the same issue and same 5th grade teacher). But then DD score very high on the Math SOL. She was put in Pre-Alg 7.

My kid is the opposite. High MI, just missed the cut off for SOL, and recommended for math 7. Kid goofs off in class so that’s probably why. Debating whether we should push it or not…

I wouldn’t put a kid who goofs off in an accelerated class like this. It’s not fair to them or the other kids.

+1 and sounds like mom is already making excuses for him. (He rushed the SOL…)

Excuses? No, I’m explaining why I think the teacher input factored in - because the kid goofs off and doesn’t take it seriously. Even though kid clearly knows the content.

And pre-alg for 7th really is not all that accelerated. I have older kids who’ve taken more accelerated paths. Part of why kid goofed off is that math 6 is boring AF.

Can’t speak to “Math 6 is boring AF”, since, you know, I’m an adult and not actually in the room.

I know many kids who’ve done math 6 & kids who did pre-alg for 6th (math 6/7/8). Consensus is that math 6 is boring AF. Have you seen the syllabus? Very, very little new material after 5th.

I know kids, too. It’s not like a twelve-year-old to say math is boring! Your kid didn’t get in- because he didn't get in. I think you should trust the process and let him solidify his math skills. He’ll be ok.

Parent of a kid who just finished middle school here. No, do not blindly “trust the process” if you think your kid belongs in the higher math class. They have raised the cutoff scores in recent years in an effort to have fewer kids on the advanced track, for whatever reason. We had to push back to get our kid into the advanced class. He just finished geometry, and had no trouble earning all As all 3 years of MS math. Math ended up his favorite subject, too.

Recent education theories argue that pushing kids into an advance track too early causes them to grow too dislike math. Not saying it's right or wrong but there is an anti acceleration movement out there.

https://robertkaplinsky.com/the-case-against-acceleration/

https://www.nea.org/advocating-for-change/new-from-nea/how-much-math-too-much

It seems many are pushing back on this now - the data isn't bearing out positive results and in CA making the achievement gap worse. San Fran has been in the news lately on this and Boaler was pulled from the CA Math standards development committee I believe. I think Boaler may be math's Lucy Caulkins. Just found this article and wow. I hope APS isn't being guided by her recommendations. "'Can we please stop talking about so-called learning loss?' Boaler pleads. In her view, learning loss isn't the problem. The problem is that we care about it in the first place. Boaler asks why we are concerned about the drop in test scores when there was no such downturn 'in terms of student problem-solving or thought processes'?

In a particularly sophistic passage, Boaler asks, 'Did students lose learning during the pandemic?' Or did those students replace that learning 'with knowledge and insights about the world, health challenges, global upheaval, exponential growth, technology, and ways to help their families and navigate complex social situations?'

'I think it’s quite clear that they did all of these things,' she neatly concludes."

Acceleration has nothing to do with pandemic impacts.

It’s been evolving (more/less acceleration) for many years.

DP PP did not suggest that. PP noted that Boaler is an opponent of acceleration and her policies have led to poor outcomes in San Francisco, which should cause other districts to question the soundness of her advice. Boaler's credibility is further undermined by her (separate) disregard for the drop in test scores due to learning loss.

Yeah, we got it, APE. You hate everyone who didn’t immediately open schools regardless of the consequences.

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Anonymous wrote:I had though at some point folks said that the score needed to get into Algebra 1 was 1046. And that pre algebra was in the 900s. MAYBE 940 but I may have made that up.

To get into pre Algebra 7 the you need a 475 on the SOL and a 785 on MI. So it seems weird to me that you need a lower score to get into that when it comes 7/8 grade math.

Where did you get the numbers for Algebra 7, they seem low

DP. Its detailed on the letter to rising 7th grade parents. FWIW there is definitely teacher input. My DD scored very low on the MI which was weird b/c she's an A student. The teacher worked with her to see what was wrong and looks like it had to do with something that one of new 5th grade teachers at the elementary school didn't teach last year (she said she had multiple kids with the same issue and same 5th grade teacher). But then DD score very high on the Math SOL. She was put in Pre-Alg 7.

My kid is the opposite. High MI, just missed the cut off for SOL, and recommended for math 7. Kid goofs off in class so that’s probably why. Debating whether we should push it or not…

I wouldn’t put a kid who goofs off in an accelerated class like this. It’s not fair to them or the other kids.

+1 and sounds like mom is already making excuses for him. (He rushed the SOL…)

Excuses? No, I’m explaining why I think the teacher input factored in - because the kid goofs off and doesn’t take it seriously. Even though kid clearly knows the content.

And pre-alg for 7th really is not all that accelerated. I have older kids who’ve taken more accelerated paths. Part of why kid goofed off is that math 6 is boring AF.

Can’t speak to “Math 6 is boring AF”, since, you know, I’m an adult and not actually in the room.

I know many kids who’ve done math 6 & kids who did pre-alg for 6th (math 6/7/8). Consensus is that math 6 is boring AF. Have you seen the syllabus? Very, very little new material after 5th.

I know kids, too. It’s not like a twelve-year-old to say math is boring! Your kid didn’t get in- because he didn't get in. I think you should trust the process and let him solidify his math skills. He’ll be ok.

Parent of a kid who just finished middle school here. No, do not blindly “trust the process” if you think your kid belongs in the higher math class. They have raised the cutoff scores in recent years in an effort to have fewer kids on the advanced track, for whatever reason. We had to push back to get our kid into the advanced class. He just finished geometry, and had no trouble earning all As all 3 years of MS math. Math ended up his favorite subject, too.

Recent education theories argue that pushing kids into an advance track too early causes them to grow too dislike math. Not saying it's right or wrong but there is an anti acceleration movement out there.

https://robertkaplinsky.com/the-case-against-acceleration/

https://www.nea.org/advocating-for-change/new-from-nea/how-much-math-too-much

I think the three years in one with sixth grade pre-algebra is pretty extreme. It should only be reserved for the truly gifted. Unfortunately, every parent in Arlington needs that to be their kid.

I do wish there was an additional math class that was in between math 6 and pre algebra. And what math class you get placed in in 6th grade certainly shouldn't determine your math pathway for following 6 years.

But also I think those authors are right that the vast majority of folks won't need so much math as adults (not saying it's not good to learn anyway, but I am sure I couldn't score a 1046 on Mi today lol).

Anonymous wrote:Hmm I wasn't going to email to ask for placement but seems like my kid needs to take Algebra intensified or geometry to have a shot at TJHSST, which is his dream. No idea if he can even get in given he didn't get placed initially but also don't want to reduce his chances already in 6th. Again I know it's a long shot school, he is just so obsessed with science

Anonymous wrote:Hmm I wasn't going to email to ask for placement but seems like my kid needs to take Algebra intensified or geometry to have a shot at TJHSST, which is his dream. No idea if he can even get in given he didn't get placed initially but also don't want to reduce his chances already in 6th. Again I know it's a long shot school, he is just so obsessed with science

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Anonymous wrote:I had though at some point folks said that the score needed to get into Algebra 1 was 1046. And that pre algebra was in the 900s. MAYBE 940 but I may have made that up.

To get into pre Algebra 7 the you need a 475 on the SOL and a 785 on MI. So it seems weird to me that you need a lower score to get into that when it comes 7/8 grade math.

Where did you get the numbers for Algebra 7, they seem low

DP. Its detailed on the letter to rising 7th grade parents. FWIW there is definitely teacher input. My DD scored very low on the MI which was weird b/c she's an A student. The teacher worked with her to see what was wrong and looks like it had to do with something that one of new 5th grade teachers at the elementary school didn't teach last year (she said she had multiple kids with the same issue and same 5th grade teacher). But then DD score very high on the Math SOL. She was put in Pre-Alg 7.

My kid is the opposite. High MI, just missed the cut off for SOL, and recommended for math 7. Kid goofs off in class so that’s probably why. Debating whether we should push it or not…

I wouldn’t put a kid who goofs off in an accelerated class like this. It’s not fair to them or the other kids.

+1 and sounds like mom is already making excuses for him. (He rushed the SOL…)

Excuses? No, I’m explaining why I think the teacher input factored in - because the kid goofs off and doesn’t take it seriously. Even though kid clearly knows the content.

And pre-alg for 7th really is not all that accelerated. I have older kids who’ve taken more accelerated paths. Part of why kid goofed off is that math 6 is boring AF.

Can’t speak to “Math 6 is boring AF”, since, you know, I’m an adult and not actually in the room.

I know many kids who’ve done math 6 & kids who did pre-alg for 6th (math 6/7/8). Consensus is that math 6 is boring AF. Have you seen the syllabus? Very, very little new material after 5th.

I know kids, too. It’s not like a twelve-year-old to say math is boring! Your kid didn’t get in- because he didn't get in. I think you should trust the process and let him solidify his math skills. He’ll be ok.

Parent of a kid who just finished middle school here. No, do not blindly “trust the process” if you think your kid belongs in the higher math class. They have raised the cutoff scores in recent years in an effort to have fewer kids on the advanced track, for whatever reason. We had to push back to get our kid into the advanced class. He just finished geometry, and had no trouble earning all As all 3 years of MS math. Math ended up his favorite subject, too.

Recent education theories argue that pushing kids into an advance track too early causes them to grow too dislike math. Not saying it's right or wrong but there is an anti acceleration movement out there.

https://robertkaplinsky.com/the-case-against-acceleration/

https://www.nea.org/advocating-for-change/new-from-nea/how-much-math-too-much

It seems many are pushing back on this now - the data isn't bearing out positive results and in CA making the achievement gap worse. San Fran has been in the news lately on this and Boaler was pulled from the CA Math standards development committee I believe. I think Boaler may be math's Lucy Caulkins. Just found this article and wow. I hope APS isn't being guided by her recommendations. "'Can we please stop talking about so-called learning loss?' Boaler pleads. In her view, learning loss isn't the problem. The problem is that we care about it in the first place. Boaler asks why we are concerned about the drop in test scores when there was no such downturn 'in terms of student problem-solving or thought processes'?

In a particularly sophistic passage, Boaler asks, 'Did students lose learning during the pandemic?' Or did those students replace that learning 'with knowledge and insights about the world, health challenges, global upheaval, exponential growth, technology, and ways to help their families and navigate complex social situations?'

'I think it’s quite clear that they did all of these things,' she neatly concludes."

Acceleration has nothing to do with pandemic impacts.

It’s been evolving (more/less acceleration) for many years.

DP PP did not suggest that. PP noted that Boaler is an opponent of acceleration and her policies have led to poor outcomes in San Francisco, which should cause other districts to question the soundness of her advice. Boaler's credibility is further undermined by her (separate) disregard for the drop in test scores due to learning loss.

Anonymous wrote:

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Anonymous wrote:I had though at some point folks said that the score needed to get into Algebra 1 was 1046. And that pre algebra was in the 900s. MAYBE 940 but I may have made that up.

To get into pre Algebra 7 the you need a 475 on the SOL and a 785 on MI. So it seems weird to me that you need a lower score to get into that when it comes 7/8 grade math.

Where did you get the numbers for Algebra 7, they seem low

DP. Its detailed on the letter to rising 7th grade parents. FWIW there is definitely teacher input. My DD scored very low on the MI which was weird b/c she's an A student. The teacher worked with her to see what was wrong and looks like it had to do with something that one of new 5th grade teachers at the elementary school didn't teach last year (she said she had multiple kids with the same issue and same 5th grade teacher). But then DD score very high on the Math SOL. She was put in Pre-Alg 7.

My kid is the opposite. High MI, just missed the cut off for SOL, and recommended for math 7. Kid goofs off in class so that’s probably why. Debating whether we should push it or not…

I wouldn’t put a kid who goofs off in an accelerated class like this. It’s not fair to them or the other kids.

+1 and sounds like mom is already making excuses for him. (He rushed the SOL…)

Excuses? No, I’m explaining why I think the teacher input factored in - because the kid goofs off and doesn’t take it seriously. Even though kid clearly knows the content.

And pre-alg for 7th really is not all that accelerated. I have older kids who’ve taken more accelerated paths. Part of why kid goofed off is that math 6 is boring AF.

Can’t speak to “Math 6 is boring AF”, since, you know, I’m an adult and not actually in the room.

I know many kids who’ve done math 6 & kids who did pre-alg for 6th (math 6/7/8). Consensus is that math 6 is boring AF. Have you seen the syllabus? Very, very little new material after 5th.

I know kids, too. It’s not like a twelve-year-old to say math is boring! Your kid didn’t get in- because he didn't get in. I think you should trust the process and let him solidify his math skills. He’ll be ok.

Parent of a kid who just finished middle school here. No, do not blindly “trust the process” if you think your kid belongs in the higher math class. They have raised the cutoff scores in recent years in an effort to have fewer kids on the advanced track, for whatever reason. We had to push back to get our kid into the advanced class. He just finished geometry, and had no trouble earning all As all 3 years of MS math. Math ended up his favorite subject, too.

Recent education theories argue that pushing kids into an advance track too early causes them to grow too dislike math. Not saying it's right or wrong but there is an anti acceleration movement out there.

https://robertkaplinsky.com/the-case-against-acceleration/

https://www.nea.org/advocating-for-change/new-from-nea/how-much-math-too-much

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:I had though at some point folks said that the score needed to get into Algebra 1 was 1046. And that pre algebra was in the 900s. MAYBE 940 but I may have made that up.

To get into pre Algebra 7 the you need a 475 on the SOL and a 785 on MI. So it seems weird to me that you need a lower score to get into that when it comes 7/8 grade math.

Where did you get the numbers for Algebra 7, they seem low

DP. Its detailed on the letter to rising 7th grade parents. FWIW there is definitely teacher input. My DD scored very low on the MI which was weird b/c she's an A student. The teacher worked with her to see what was wrong and looks like it had to do with something that one of new 5th grade teachers at the elementary school didn't teach last year (she said she had multiple kids with the same issue and same 5th grade teacher). But then DD score very high on the Math SOL. She was put in Pre-Alg 7.

My kid is the opposite. High MI, just missed the cut off for SOL, and recommended for math 7. Kid goofs off in class so that’s probably why. Debating whether we should push it or not…

I wouldn’t put a kid who goofs off in an accelerated class like this. It’s not fair to them or the other kids.

+1 and sounds like mom is already making excuses for him. (He rushed the SOL…)

Excuses? No, I’m explaining why I think the teacher input factored in - because the kid goofs off and doesn’t take it seriously. Even though kid clearly knows the content.

And pre-alg for 7th really is not all that accelerated. I have older kids who’ve taken more accelerated paths. Part of why kid goofed off is that math 6 is boring AF.

Can’t speak to “Math 6 is boring AF”, since, you know, I’m an adult and not actually in the room.

I know many kids who’ve done math 6 & kids who did pre-alg for 6th (math 6/7/8). Consensus is that math 6 is boring AF. Have you seen the syllabus? Very, very little new material after 5th.

I know kids, too. It’s not like a twelve-year-old to say math is boring! Your kid didn’t get in- because he didn't get in. I think you should trust the process and let him solidify his math skills. He’ll be ok.

Parent of a kid who just finished middle school here. No, do not blindly “trust the process” if you think your kid belongs in the higher math class. They have raised the cutoff scores in recent years in an effort to have fewer kids on the advanced track, for whatever reason. We had to push back to get our kid into the advanced class. He just finished geometry, and had no trouble earning all As all 3 years of MS math. Math ended up his favorite subject, too.

Recent education theories argue that pushing kids into an advance track too early causes them to grow too dislike math. Not saying it's right or wrong but there is an anti acceleration movement out there.

https://robertkaplinsky.com/the-case-against-acceleration/

https://www.nea.org/advocating-for-change/new-from-nea/how-much-math-too-much

It seems many are pushing back on this now - the data isn't bearing out positive results and in CA making the achievement gap worse. San Fran has been in the news lately on this and Boaler was pulled from the CA Math standards development committee I believe. I think Boaler may be math's Lucy Caulkins. Just found this article and wow. I hope APS isn't being guided by her recommendations. "'Can we please stop talking about so-called learning loss?' Boaler pleads. In her view, learning loss isn't the problem. The problem is that we care about it in the first place. Boaler asks why we are concerned about the drop in test scores when there was no such downturn 'in terms of student problem-solving or thought processes'?

In a particularly sophistic passage, Boaler asks, 'Did students lose learning during the pandemic?' Or did those students replace that learning 'with knowledge and insights about the world, health challenges, global upheaval, exponential growth, technology, and ways to help their families and navigate complex social situations?'

'I think it’s quite clear that they did all of these things,' she neatly concludes."

Acceleration has nothing to do with pandemic impacts.

It’s been evolving (more/less acceleration) for many years.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I had though at some point folks said that the score needed to get into Algebra 1 was 1046. And that pre algebra was in the 900s. MAYBE 940 but I may have made that up.

To get into pre Algebra 7 the you need a 475 on the SOL and a 785 on MI. So it seems weird to me that you need a lower score to get into that when it comes 7/8 grade math.

Where did you get the numbers for Algebra 7, they seem low

DP. Its detailed on the letter to rising 7th grade parents. FWIW there is definitely teacher input. My DD scored very low on the MI which was weird b/c she's an A student. The teacher worked with her to see what was wrong and looks like it had to do with something that one of new 5th grade teachers at the elementary school didn't teach last year (she said she had multiple kids with the same issue and same 5th grade teacher). But then DD score very high on the Math SOL. She was put in Pre-Alg 7.

My kid is the opposite. High MI, just missed the cut off for SOL, and recommended for math 7. Kid goofs off in class so that’s probably why. Debating whether we should push it or not…

I wouldn’t put a kid who goofs off in an accelerated class like this. It’s not fair to them or the other kids.

+1 and sounds like mom is already making excuses for him. (He rushed the SOL…)

Excuses? No, I’m explaining why I think the teacher input factored in - because the kid goofs off and doesn’t take it seriously. Even though kid clearly knows the content.

And pre-alg for 7th really is not all that accelerated. I have older kids who’ve taken more accelerated paths. Part of why kid goofed off is that math 6 is boring AF.

Can’t speak to “Math 6 is boring AF”, since, you know, I’m an adult and not actually in the room.

I know many kids who’ve done math 6 & kids who did pre-alg for 6th (math 6/7/8). Consensus is that math 6 is boring AF. Have you seen the syllabus? Very, very little new material after 5th.

I know kids, too. It’s not like a twelve-year-old to say math is boring! Your kid didn’t get in- because he didn't get in. I think you should trust the process and let him solidify his math skills. He’ll be ok.

Parent of a kid who just finished middle school here. No, do not blindly “trust the process” if you think your kid belongs in the higher math class. They have raised the cutoff scores in recent years in an effort to have fewer kids on the advanced track, for whatever reason. We had to push back to get our kid into the advanced class. He just finished geometry, and had no trouble earning all As all 3 years of MS math. Math ended up his favorite subject, too.

Recent education theories argue that pushing kids into an advance track too early causes them to grow too dislike math. Not saying it's right or wrong but there is an anti acceleration movement out there.

https://robertkaplinsky.com/the-case-against-acceleration/

https://www.nea.org/advocating-for-change/new-from-nea/how-much-math-too-much

I think the three years in one with sixth grade pre-algebra is pretty extreme. It should only be reserved for the truly gifted. Unfortunately, every parent in Arlington needs that to be their kid.

I do wish there was an additional math class that was in between math 6 and pre algebra. And what math class you get placed in in 6th grade certainly shouldn't determine your math pathway for following 6 years.

But also I think those authors are right that the vast majority of folks won't need so much math as adults (not saying it's not good to learn anyway, but I am sure I couldn't score a 1046 on Mi today lol).

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:I had though at some point folks said that the score needed to get into Algebra 1 was 1046. And that pre algebra was in the 900s. MAYBE 940 but I may have made that up.

To get into pre Algebra 7 the you need a 475 on the SOL and a 785 on MI. So it seems weird to me that you need a lower score to get into that when it comes 7/8 grade math.

Where did you get the numbers for Algebra 7, they seem low

DP. Its detailed on the letter to rising 7th grade parents. FWIW there is definitely teacher input. My DD scored very low on the MI which was weird b/c she's an A student. The teacher worked with her to see what was wrong and looks like it had to do with something that one of new 5th grade teachers at the elementary school didn't teach last year (she said she had multiple kids with the same issue and same 5th grade teacher). But then DD score very high on the Math SOL. She was put in Pre-Alg 7.

My kid is the opposite. High MI, just missed the cut off for SOL, and recommended for math 7. Kid goofs off in class so that’s probably why. Debating whether we should push it or not…

I wouldn’t put a kid who goofs off in an accelerated class like this. It’s not fair to them or the other kids.

+1 and sounds like mom is already making excuses for him. (He rushed the SOL…)

Excuses? No, I’m explaining why I think the teacher input factored in - because the kid goofs off and doesn’t take it seriously. Even though kid clearly knows the content.

And pre-alg for 7th really is not all that accelerated. I have older kids who’ve taken more accelerated paths. Part of why kid goofed off is that math 6 is boring AF.

Can’t speak to “Math 6 is boring AF”, since, you know, I’m an adult and not actually in the room.

I know many kids who’ve done math 6 & kids who did pre-alg for 6th (math 6/7/8). Consensus is that math 6 is boring AF. Have you seen the syllabus? Very, very little new material after 5th.

I know kids, too. It’s not like a twelve-year-old to say math is boring! Your kid didn’t get in- because he didn't get in. I think you should trust the process and let him solidify his math skills. He’ll be ok.

Huh? One of my older kids who also took math 6 absolutely said it was “boring”; they said they “learned nothing”. Their words. Kid is now mad at me that I didn’t push to put them in math 6/7/8 because it throws off HS classes.

My oldest did 6/7/8 and while it was fast paced the content wasn’t difficult. Her BFF had a different teacher for 6/7/8 and it was a total nightmare. Fortunately that teacher is gone.

Again, for my rising 7th grader we aren’t worried about the material, just maturity.

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:I had though at some point folks said that the score needed to get into Algebra 1 was 1046. And that pre algebra was in the 900s. MAYBE 940 but I may have made that up.

To get into pre Algebra 7 the you need a 475 on the SOL and a 785 on MI. So it seems weird to me that you need a lower score to get into that when it comes 7/8 grade math.

Where did you get the numbers for Algebra 7, they seem low

DP. Its detailed on the letter to rising 7th grade parents. FWIW there is definitely teacher input. My DD scored very low on the MI which was weird b/c she's an A student. The teacher worked with her to see what was wrong and looks like it had to do with something that one of new 5th grade teachers at the elementary school didn't teach last year (she said she had multiple kids with the same issue and same 5th grade teacher). But then DD score very high on the Math SOL. She was put in Pre-Alg 7.

My kid is the opposite. High MI, just missed the cut off for SOL, and recommended for math 7. Kid goofs off in class so that’s probably why. Debating whether we should push it or not…

I wouldn’t put a kid who goofs off in an accelerated class like this. It’s not fair to them or the other kids.

+1 and sounds like mom is already making excuses for him. (He rushed the SOL…)

Excuses? No, I’m explaining why I think the teacher input factored in - because the kid goofs off and doesn’t take it seriously. Even though kid clearly knows the content.

And pre-alg for 7th really is not all that accelerated. I have older kids who’ve taken more accelerated paths. Part of why kid goofed off is that math 6 is boring AF.

Can’t speak to “Math 6 is boring AF”, since, you know, I’m an adult and not actually in the room.

I know many kids who’ve done math 6 & kids who did pre-alg for 6th (math 6/7/8). Consensus is that math 6 is boring AF. Have you seen the syllabus? Very, very little new material after 5th.

I know kids, too. It’s not like a twelve-year-old to say math is boring! Your kid didn’t get in- because he didn't get in. I think you should trust the process and let him solidify his math skills. He’ll be ok.

Parent of a kid who just finished middle school here. No, do not blindly “trust the process” if you think your kid belongs in the higher math class. They have raised the cutoff scores in recent years in an effort to have fewer kids on the advanced track, for whatever reason. We had to push back to get our kid into the advanced class. He just finished geometry, and had no trouble earning all As all 3 years of MS math. Math ended up his favorite subject, too.

Recent education theories argue that pushing kids into an advance track too early causes them to grow too dislike math. Not saying it's right or wrong but there is an anti acceleration movement out there.

https://robertkaplinsky.com/the-case-against-acceleration/

https://www.nea.org/advocating-for-change/new-from-nea/how-much-math-too-much

I think the three years in one with sixth grade pre-algebra is pretty extreme. It should only be reserved for the truly gifted. Unfortunately, every parent in Arlington needs that to be their kid.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I had though at some point folks said that the score needed to get into Algebra 1 was 1046. And that pre algebra was in the 900s. MAYBE 940 but I may have made that up.

To get into pre Algebra 7 the you need a 475 on the SOL and a 785 on MI. So it seems weird to me that you need a lower score to get into that when it comes 7/8 grade math.

Where did you get the numbers for Algebra 7, they seem low

DP. Its detailed on the letter to rising 7th grade parents. FWIW there is definitely teacher input. My DD scored very low on the MI which was weird b/c she's an A student. The teacher worked with her to see what was wrong and looks like it had to do with something that one of new 5th grade teachers at the elementary school didn't teach last year (she said she had multiple kids with the same issue and same 5th grade teacher). But then DD score very high on the Math SOL. She was put in Pre-Alg 7.

My kid is the opposite. High MI, just missed the cut off for SOL, and recommended for math 7. Kid goofs off in class so that’s probably why. Debating whether we should push it or not…

I wouldn’t put a kid who goofs off in an accelerated class like this. It’s not fair to them or the other kids.

+1 and sounds like mom is already making excuses for him. (He rushed the SOL…)

Excuses? No, I’m explaining why I think the teacher input factored in - because the kid goofs off and doesn’t take it seriously. Even though kid clearly knows the content.

And pre-alg for 7th really is not all that accelerated. I have older kids who’ve taken more accelerated paths. Part of why kid goofed off is that math 6 is boring AF.

Can’t speak to “Math 6 is boring AF”, since, you know, I’m an adult and not actually in the room.

I know many kids who’ve done math 6 & kids who did pre-alg for 6th (math 6/7/8). Consensus is that math 6 is boring AF. Have you seen the syllabus? Very, very little new material after 5th.

I know kids, too. It’s not like a twelve-year-old to say math is boring! Your kid didn’t get in- because he didn't get in. I think you should trust the process and let him solidify his math skills. He’ll be ok.

Parent of a kid who just finished middle school here. No, do not blindly “trust the process” if you think your kid belongs in the higher math class. They have raised the cutoff scores in recent years in an effort to have fewer kids on the advanced track, for whatever reason. We had to push back to get our kid into the advanced class. He just finished geometry, and had no trouble earning all As all 3 years of MS math. Math ended up his favorite subject, too.

Recent education theories argue that pushing kids into an advance track too early causes them to grow too dislike math. Not saying it's right or wrong but there is an anti acceleration movement out there.

https://robertkaplinsky.com/the-case-against-acceleration/

https://www.nea.org/advocating-for-change/new-from-nea/how-much-math-too-much

It seems many are pushing back on this now - the data isn't bearing out positive results and in CA making the achievement gap worse. San Fran has been in the news lately on this and Boaler was pulled from the CA Math standards development committee I believe. I think Boaler may be math's Lucy Caulkins. Just found this article and wow. I hope APS isn't being guided by her recommendations. "'Can we please stop talking about so-called learning loss?' Boaler pleads. In her view, learning loss isn't the problem. The problem is that we care about it in the first place. Boaler asks why we are concerned about the drop in test scores when there was no such downturn 'in terms of student problem-solving or thought processes'?

In a particularly sophistic passage, Boaler asks, 'Did students lose learning during the pandemic?' Or did those students replace that learning 'with knowledge and insights about the world, health challenges, global upheaval, exponential growth, technology, and ways to help their families and navigate complex social situations?'

'I think it’s quite clear that they did all of these things,' she neatly concludes."

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I had though at some point folks said that the score needed to get into Algebra 1 was 1046. And that pre algebra was in the 900s. MAYBE 940 but I may have made that up.

To get into pre Algebra 7 the you need a 475 on the SOL and a 785 on MI. So it seems weird to me that you need a lower score to get into that when it comes 7/8 grade math.

Where did you get the numbers for Algebra 7, they seem low

DP. Its detailed on the letter to rising 7th grade parents. FWIW there is definitely teacher input. My DD scored very low on the MI which was weird b/c she's an A student. The teacher worked with her to see what was wrong and looks like it had to do with something that one of new 5th grade teachers at the elementary school didn't teach last year (she said she had multiple kids with the same issue and same 5th grade teacher). But then DD score very high on the Math SOL. She was put in Pre-Alg 7.

My kid is the opposite. High MI, just missed the cut off for SOL, and recommended for math 7. Kid goofs off in class so that’s probably why. Debating whether we should push it or not…

I wouldn’t put a kid who goofs off in an accelerated class like this. It’s not fair to them or the other kids.

+1 and sounds like mom is already making excuses for him. (He rushed the SOL…)

Excuses? No, I’m explaining why I think the teacher input factored in - because the kid goofs off and doesn’t take it seriously. Even though kid clearly knows the content.

And pre-alg for 7th really is not all that accelerated. I have older kids who’ve taken more accelerated paths. Part of why kid goofed off is that math 6 is boring AF.

Can’t speak to “Math 6 is boring AF”, since, you know, I’m an adult and not actually in the room.

I know many kids who’ve done math 6 & kids who did pre-alg for 6th (math 6/7/8). Consensus is that math 6 is boring AF. Have you seen the syllabus? Very, very little new material after 5th.

I know kids, too. It’s not like a twelve-year-old to say math is boring! Your kid didn’t get in- because he didn't get in. I think you should trust the process and let him solidify his math skills. He’ll be ok.

Parent of a kid who just finished middle school here. No, do not blindly “trust the process” if you think your kid belongs in the higher math class. They have raised the cutoff scores in recent years in an effort to have fewer kids on the advanced track, for whatever reason. We had to push back to get our kid into the advanced class. He just finished geometry, and had no trouble earning all As all 3 years of MS math. Math ended up his favorite subject, too.

Recent education theories argue that pushing kids into an advance track too early causes them to grow too dislike math. Not saying it's right or wrong but there is an anti acceleration movement out there.

https://robertkaplinsky.com/the-case-against-acceleration/

https://www.nea.org/advocating-for-change/new-from-nea/how-much-math-too-much

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I had though at some point folks said that the score needed to get into Algebra 1 was 1046. And that pre algebra was in the 900s. MAYBE 940 but I may have made that up.

To get into pre Algebra 7 the you need a 475 on the SOL and a 785 on MI. So it seems weird to me that you need a lower score to get into that when it comes 7/8 grade math.

Where did you get the numbers for Algebra 7, they seem low

DP. Its detailed on the letter to rising 7th grade parents. FWIW there is definitely teacher input. My DD scored very low on the MI which was weird b/c she's an A student. The teacher worked with her to see what was wrong and looks like it had to do with something that one of new 5th grade teachers at the elementary school didn't teach last year (she said she had multiple kids with the same issue and same 5th grade teacher). But then DD score very high on the Math SOL. She was put in Pre-Alg 7.

My kid is the opposite. High MI, just missed the cut off for SOL, and recommended for math 7. Kid goofs off in class so that’s probably why. Debating whether we should push it or not…

I wouldn’t put a kid who goofs off in an accelerated class like this. It’s not fair to them or the other kids.

+1 and sounds like mom is already making excuses for him. (He rushed the SOL…)

Excuses? No, I’m explaining why I think the teacher input factored in - because the kid goofs off and doesn’t take it seriously. Even though kid clearly knows the content.

And pre-alg for 7th really is not all that accelerated. I have older kids who’ve taken more accelerated paths. Part of why kid goofed off is that math 6 is boring AF.

Can’t speak to “Math 6 is boring AF”, since, you know, I’m an adult and not actually in the room.

I know many kids who’ve done math 6 & kids who did pre-alg for 6th (math 6/7/8). Consensus is that math 6 is boring AF. Have you seen the syllabus? Very, very little new material after 5th.

I know kids, too. It’s not like a twelve-year-old to say math is boring! Your kid didn’t get in- because he didn't get in. I think you should trust the process and let him solidify his math skills. He’ll be ok.