“Behind in calculus” would mean not being ready to take calculus as a college frosh, meaning that the student did not take precalculus in high school, had poor quality math courses in high school, or took the off ramp to AP statistics after algebra 2.
The idea that a student is “behind” by taking calculus in 12th grade instead of 11th or 10th grade seems to be getting more common for some reason, even though all of these tracks are ahead of the regular math track.
Is there another demographic that has significant numbers of that demographic selling their soul to get into “America’s number 1 high school”?
I used “gaming the system” up thread because that is exactly what it is. Beginning preparation for a high school entrance test in 3rd grade just produces a good test-taker, not someone who is particularly gifted at XYZ.
I grew up with, and still live near the 4 major demographics in the US. I love them all. Asian-Americans have had great influence on my life. I am well aware that they are not a monolithic group, and I don’t make generalizations about any group.
But specific to those Asian-Americans that appear to try so hard, why is that? Why is there a cottage industry of college coaching dedicated to getting Asian-Americans into elite schools? This article has some insight:
IMO, how well a middle or high school student does in geometry is the best indicator (much better than HS calculus) of the student’s math aptitude, so it does make sense to include geometry in the test. Perhaps more middle schools should teach geometry.
That presumes that the student was accelerated two grade levels ahead in math early on.
How often are such acceleration decisions made “correctly”, based on actual student academic strength in math, versus parental pushing, or teachers letting other factors get into their recommendations?
Geometry is separate from algebra and doesn’t have to be taught sequentially after algebra.
Most people understand that learning a foreign language early in life is essential to mastering it fluently. Similarly, sports skills are acquired more easily if one is younger, and an early start in many sports is essential for elite performance later.
The same can be true for math. The type of mathematical exposure given early can indeed lead to better sustained performance, and a different type of thinking, later in life.
And this also might help explain why the Board elected to ditch the entrance exam. Highly unlikely that the top 1.5% of each middle school has taken geometry by 8th grade.
“Gaming the system” is a clumsy phrase, but it likely refers to the extensive private cram school industry that has proliferated in the last 10-20 years. It is not uncommon for children to start this prep 2-3+ years before the test.
Studying is one thing, but making the working poor feel like they have no choice but to spend thousands of dollars to get their child into public high schools is another.
I don’t know if you’ve read the students’ comments on Quora I linked to earlier. They were certainly saying that excessive prep for the TJ admission test wasn’t useful. The test is more about reasoning and aptitude.
And you personally know this to be a fact? In 3rd grade??
Also you never answered up-thread why attending a test prep class is gaming the system but attending a sports clinic or music lessons to develop one’s talent is not.
And yet, your posts are nothing but generalizations (and open barbs aimed at Asian Americans)
Even if a school system did geometry first (seems quite rare), that would still depend on math acceleration decisions in middle school for a student to be put in geometry by 8th grade, although it would only need +1 instead of +2 acceleration in this case.
Would you therefore recommend that all students be accelerated in math compared to the current situation? I.e. should all students be put on what is currently the +1 (or +2) track in math?
The US is generally slower in math exposure compared to other countries around the world. Nevertheless, given how many of our students fail basic arithmatic skills, I wouldn’t think great efforts need to be made in acceleration for most. Fairfax schools offer AP classes which should be sufficient for the vast majority of its students. Those with truly exceptional ability and interest can hopefully attend TJ.
Fairfax used to offer elementary school immersion in Japanese, French, etc. No idea if they still do.
I was responding to the anecdote about the NPR commentator’s remarks on prep in NYC.
I don’t doubt there are children who don’t find prep helpful, or who don’t use it at all. I also doubt that the scores of TJ/ specialized high school / Bergen County prep courses have a 0% success rate and stay in business by finding new suckers every year.
Probably more effort then you may think. California once tried to have all 8th grade students take algebra 1 (if not taken earlier), meaning all students started on the +1 math track. Unfortunately, that failed, because many students failed algebra 1, exposing deficiencies and inequalities in K-6/7 math instruction. Improving that may be significantly more work than just assigning all middle school students to what is now the +1 math track, since K-6 instruction is mostly done by non-specialized teachers (versus teachers for math, English, history, etc.) who may not be the strongest in math instruction.
I have a family member that lives in this district and they have mentioned for yrs that there are a lot of people spending $$ to prep for the test, just like they do the SAT/ACT. Also, parents paying for tutoring to make sure their kids get advanced track in Math for MS.
They should stick with top x% of each school gets guaranteed admissions. Not every kid in the x% is interested in STEM so those seats could be allocated via a lottery to other qualified applicants.
Yeah “behind” (quote and quote), from certain families’ perspective.
After join CC, I have finally realized why there are so much anxiety in my kid’s middle school. The stories my child brought home from school often sadden me. Well, often time story goes like:
I’m sure you’re right that some parents do this. However, that doesn’t mean it’s money well spent. Some of their kids may even get into schools like TJ, but these students are more likely to become mediocre students at TJ (by TJ standard) or later in college, if they barely managed to get into TJ but don’t have what it takes in themselves. They and their parents will likely be disappointed at some point, whether at TJ or later in college, or when applying for college.
And I’ve seen these in club sports as well.
Parents really spend good amount of money and time in training their young players. I was once in awe a parent literally reprimanded his kid all 90 minutes straight in the game. Louder and harsher than the coach, I just want to walk away from the game.
My understanding is that not all schools structure their math programs that way and that many offer a spiralled curriculum such that students have exposure to both Algebra and Geometry instead of or. I’m also not quite clear why Calculus in grade 12 needs to be a +1 track requiring streaming in middle school. Implementing a semestered rather than year long course structure for high school allows students to choose their own degree of acceleration and makes it possible to be able complete calculus (or more) by the end of senior year without requiring students to be streamed into separate math tracks starting in middle school.