<p>There's some thought that kids are ready for Algebra at a certain point in brain development -- not that it's a matter of smarts, but a matter of abstract reasoning. So -- those same kidlets that were held back in Kindergarten are now a year older than their middle school peers and perhaps ready for more of a math challenge.</p>
<p>^^^ I agree^^
S2 took Alg.1 in 8th grade because he had "tested" into it. It was an uphill battle all the way with quarter grades going b,c,d,f and finally getting a D for the year while barely passing the final exam(70).</p>
<p>I had him retake it in 9th grade. Concepts that had confused him the year before became clear. He did WAY better, understood it the whole way thru and made the highest grade for all 9th grade Alg. classes on the final exam.</p>
<p>No doubt, in most areas, acceleration is getting out of hand. However, I wish that there was more flexibility built into the system. What about the student that discovers in 8th or 9th grade that math is her real interest and talent. Around here, she can't get to an AP Calculus class by her senior year and at best can stay on track and get a few honors classes.</p>
<p>Same thing for a child on the upper track that should or doesn't want to be there. The only way to get off is to get C's or below.</p>
<p>this is interesting
my older daughter who has a math disabilty- was on the middle track in her high school- took algebra in 8th-geometry in 9th- intermediate algebra in 10th- precalc in 11th & stats in 12th ( or approx)
She could have taken calc in 12th, but opted to take that in college.</p>
<p>YOunger sis is in a different system where the math is "integrated", it is only after you get through at least 3years of integrated that you can take precalc or stats-</p>
<p>thumper1 - I agree about having a solid math foundation is better. When I was trying to find out more about my daughter's math program I read alot of articles about math education. I recall reading an article from a math professor about how it was much more important to learn all the applications of the basics before moving on to other more advanced math. I don't think being on the "normal" track is a disadvantage when it comes to being successful in college math -</p>
<p>First, early acceleration is usually offered because of scores on standardized Achievement tests--not just classroom performance.</p>
<p>In our district, the progression goes:
6th- Pre Algebra
7th- Algebra 1
8th Algebra 2
9th Honors Geometry
10th Honors Pre Calculus (includes trig)
11th AP Calculus AB
12th AP (several math choices)</p>
<p>At the end of 6th, 7th and 8th, you have to pass placement tests to move on to the next year. And if you have only taken Algebra 1, you cannot move onto Geometry. That means if you take Algebra 1 in 7th and don't place into Algebra 2, you will take Algebra 1 three times.</p>
<p>While my son was able to progress through this math sequence, in retrospect, it didn't serve him well to do so. The Algebra classes in junior high simply do not match the quality of Algebra in high school. My son's Algebra foundation was comparatively weak, and it took him a couple of years to make up for not waiting to begin with.</p>
<p>I'd say, be grateful that you are doing math on a normal track--in the long run you will have a more solid foundation that many of the students who were accelerated.</p>
<p>Similarly, children in my district begin Spanish in elementary school, continue all through middle school, and by the time they arrive in High School, after "six" years of instruction, they enter Spanish 2. </p>
<p>Seems like spending six years to advance a single year is really, really silly.</p>
<p>My own kid will go into AP BC calc as a junior. Does anyone else's school have BC for juniors or seniors, or only AB? I was curious by LearnMore's and other posts, that seem to indicate that AB Calc is the senior level course of the sequence, for kids who get that far, and that there isn't anything after that.</p>
<p>In our school, kids who do BC Calc as juniors take AP Stats or a college level math course as seniors.</p>
<p>Allmusic, The converse is true also for Spanish. My kids took Spanish beginning in 5th grade. When they entered HS, the too Spanish 3. As 10th graders they were both in honors Spanish 4. Neither of my kids was a whiz in Spanish...and Spanish 4 (which for a "normal sequence) was a 12th grade course. That was IT for them...done. They did not continue in Spanish after 10th grade. I believe the same thing happened to them....a rocky basic Spanish foundation. However, finishing Spanish 4 in 10th grade DID allow both of them to take an elective course in both 11th and 12th grades.</p>
<p>"I'd say, be grateful that you are doing math on a normal track--in the long run you will have a more solid foundation that many of the students who were accelerated."</p>
<p>The definition of "normal track" differs from district to district. Course content may be different. Some students on "normal track" end up not being tought things which are needed in college math classes. My husband deals with it every time he has to teach calculus. "Accelerated" kids very often test out of this class, so H has to pick up the pieces of "normal track high school math" and teach concepts "prerequisite" for calc.</p>
<p>AllMusic, at S's PA high school they had both AB and BC calc( and a number of other advanced math courses). His present school( amid the fields of Eastern WA) offers only one calculus class and practically no AP classes( the only one is physics) . OTOH juniors and seniors may participate in the Running Start, which allows them to take classes at our university( we are lucky to live in a college town) . S ended up taking the full calc sequence plus a number of other classes( accumulating college credits and satisfying graduation requirements) .</p>
<p>S did Calc BC as a 10th grader and got a 5 on it. I couldn't have slowed him down in math if I'd wanted to. In fact, I put him in algebra in 6th grade because he was not a nice kid in class when he was bored. But in order to do that, I had to do a little research, turns out that schools can't override parent's choice of courses for their kids (although they can make your kid's life miserable), at least in our district. I believe it's federal law, but am having trouble finding the source again. The key question to ask is: "can I enroll in this course against your recommendation and how would I do that?"</p>
<p>-AllMusic- Our high school has Calc.AB and BC. S took AB as a jr. but then decided to take AP Stats as a Sr. In our school it seems that after slogging thru AB, not nearly as many sign up for BC but it is an option.</p>
<p>Our public HS has Calc Ab and Calc BC. Most kids take it as a senior. Ap Stats is considered a lighter way to handle senior year math.</p>
<p>We're in the process of deciding what math track to send our now 7th grader on. He's always been a good math student. Not great but in the highest group in elementary school, which is k-5. In fifth grade he tied with another student for the highest grade at the end of the year test and his teacher said he was most improved. In 6th grade he was put into the highest math - pre-algebra. He did well (B+ for the year) but not that great on the algebra prognosis test and it was suggested that he take pre-algebra again. We thought that wasn't a bad idea as he had had a not-so-great 6th grade teacher and he complained the whole year about her not teaching well. </p>
<p>This year he has a better teacher but is doing worse. His biggest problem is he is a slow test taker and just doesn't get through the tests in the time allowed. After going from an A in the first quarter to a B the second quarter and third quarter, he is now looking at a C in the final quarter. After taking another algebra prognosis test, the school is recommending he again take pre-algebra in 8th grade. We are frustrated and are planning to meet with his math teacher to see what we can do. Our son says he does understand what is going on but simply needs more time on the tests. In our district one must have had Alg. I and Geometry to take honors Chemistry in 10th grade and also have had Alg. I, II and Geometry to take honors physics in 11th grade. So the math track determines the science track. I think he has more of a humanities bent but I'd hate for him to have doors shut before he even gets to them.</p>
<p>Some schools allow you to test up a level in certain subjects. I know somebody at my school that tested out of sophomore honors math, so now he iwill be able to take AP Calc AB &BC or something liek that. So testing out might be an option, but you would have to talk to some body at your school about it.</p>
<p>kathiep, I posted earlier about S2 retaking Alg.1 in 9th grade after practically failing it in 8th grade. 2nd time around went much better but he still got a B. Took honors Geom. in 2nd semester of 9th grade. He didn't think it was too difficult but still got a B.
When the time came to register for 10th grade we decided that even though he could take honors Alg.2/trig. and honors chem., it might not be the best path for him since math was not his strong suit. So this year he has taken honors Eng. and social studies but reg. chem and Alg.2. It hs been a good decision for us. He's still making b's but doesn't feel like he's banging his head against a brick wall. His best friend who is a similiar type student opted for honors chem and Alg.2 and is making d's. So if it works out that your S ends up taking a couple of regular classes instead of honors, it might turn out to be all for the best. It has been for us.</p>
<p>Kids don't need all accelerated courses. I really think it creates enormous stress for everyone.</p>
<p>My DS, the one who will take BC calc as a Junior, as well as AP chem, will be taking a standard, non-Honors, non-AP History class at the same time. And we support that decision of his 100%, even if some Adcom wonders about it.</p>
<p>Like Packmom, I don't believe in head banging in order to be in certain advanced subjects.</p>
<p>I think the fundamental thing is that students progress at different speeds. Its as ridiculous to force someone to be in an accelerated program when they need something slower as it is to force someone who needs an accelerated program to not be in it. </p>
<p>When I was in 5th grade, I moved to a different school district and because at my old school, I hadn't covered enough material, I was put in the regular math class and not the honors one. Big mistake. I was really bored, finished everything super easily and wasn't challenged at all. Thankfully the next year I could switch into the honors math class and then followed a 7th Pre-Algebra, 8th Algebra, 9th Geometry w/Algebra, 10th Algebra w/Trig, 11th Precalc and 12th Calculus accelerated math schedule. In 10th and 11th grade I dropped into Regents level, partly because of a bad teacher and partly because it went a little too fast for me and I still found that too easy, I probably needed something in the middle I guess. But I'm doing fine in Calculus this year and I understand the material and feel that I have a good grasp on the material. There are a few kids who started a year earlier, but those kids did fine as they were more advanced in math and could understand it. </p>
<p>I don't think accelerated classes should be made the villian in all of this because often they truly are necessarily. But kids shouldn't be pressured into going quicker than their own paces by themselves, parents, society, whatever. 6th grade does seem a bit early for Pre-Algebra but if the students can handle it then its fine. I think people should be able to at least give accelerated classes a try but if they aren't doing well, they shouldn't be afraid to go back to the regular level. That's why I don't mind parents being able to override the system but I think if that move doesn't succeed for whatever reason, they shouldn't be allowed to stay in the class. </p>
<p>I think there should be choices for everyone, one of my major gripes with schools is that they try to make things the same way for everyone when everyone learns differently. Whether you're a "math genius" and can quickly advance a few years greater than normal, advanced in math and can handle a one year acceleration or you're more normal at math and take the standard 9th Algebra route, all should be available. Everyone has different talents and abilities and ways to learn and you should be free to take the courses that allow you to learn at a reasonable pace. I myself wished there had been an advanced history class back in middle school as it was super easy for me and I could have had an accelerated social studies program and I would have done fine. Learning should be enjoyable and its not when you're either bored to death at the slow pace/easyness of a class or struggling to keep up/feeling its too difficult to master.</p>
<p>As for the Spanish thing, I only wish I had learned it in elementary school and soaking up languages like a sponge. Its a proven scientific fact that its easier to study languages at a young age. That's not trying to accelerate everything too much, its just smart schooling as knowing another language is becoming very important in this global world.</p>
<p>"My own kid will go into AP BC calc as a junior. Does anyone else's school have BC for juniors or seniors, or only AB?"</p>
<p>In our school a handful of kids took Algebra 1 (only we call it Math A here in NY) in 7th grade, but the standard accelerated sequence is to start in 8th grade. The school offers both AP Calc AB and BC - students with teacher input select which one to take based on their pre-calc grades.</p>
<p>I personally am all for math acceleration for those who need it. Many are precocious in math and it's soooo boring for them to go slow. </p>
<p>But I do agree that both algebra and calculus seem to take some kind of weird brain readiness that isn't quite in line with math ability. I was a year young in high school and on the fast math track - I took Calculus BC as a 16 yo senior. I did well in the course, but always felt some essential understanding was just beyond my grasp, and somehow I bombed the AP. I retook calculus in college after a couple of years off, and was amazed at how easy, trivial really, calculus seemed the second time round. </p>
<p>The trick for school systems is to figure out which kids are which. I think the best solution is for more flexibility.</p>