Your post reminds me that when my DS was in 2nd grade, he used to be bored to death in math class. He got into many troubles in the classroom with the teacher every week. School had mandatory MAP tests 3 times a year, DS scored in 250s at that time, but his teacher was dismissive regarding DS' ability and only addressed discipline issue. Things changed dramatically in DS' 3rd grade. New principal came in and they started new GT program. GT teacher pulled DS from 3rd grade math to 5th grade GT math. A few weeks later, his teacher told me that they have to move DS again because his comprehension and retension was far better than the best 5th graders in her class. And DS' MAP score (268 in mid term 3rd grade) proved that too. The schedule mismatch made the next move quite tedious. We are very lucky to have the new principal to work it out. GT teacher even sit in DS' first math class with 6th graders just to make sure he felt comfortable. And he did. DS9 is now working with 7th graders in pre-algebra. Still not much challenge for DS as he was still best in the class. But the real deal is having opportunies to take the AMC8/mathcounts with the peers matching his math ability. That made DS very excited.

The NWEA 6+ Survey with Goals was the "math placement" test that the district math coach recommended after I repeatedly asked for someone to administer a math placement test this whole semester. Honestly, I don't think it is an issue that comes up often here since all of the schools are considered "failing" by state and federal standards. There are actually only 3 more years on a 5 year timeline that the district has to get their act together before the state takes over the schools, which is frightening. With that in mind, you would think that they would be bending over backward to keep a kid like mine in the district - he is not as advanced as many kids in this forum, but in comparison to the kids here he is light-years ahead. I am unsure whether the school board knows what it is like to have to jump through all of these hoops and be so pushy to try to get DS what he needs. I am thinking of letting them know, but I want to make sure we get a placement for him for next year that will work for him before I make too many waves

Melisa,

It sounds like you are on the right track, and I'd agree that given the situation with the schools, more radical acceleration might make a lot of sense.

Also, I agree that the contest math is the best way to provide challenge that is much deeper than typical curriculum math.

Good luck with working out your child's program!

By the way....it is hard to find perfect schools. I'm currently frustrated that they are about to eliminate ability grouping for our middle school math classes. Math is the only subject that our MS currently separates out based on ability (A/B/C/D periods). Starting next year they are mixing all the math classes up completely heterogenously. They say the research shows no negatives of this. Ha! Means extra teaching at home, but I can do that--I love math. I feel sorry for the kids where that isn't as viable.

I'm currently frustrated that they are about to eliminate ability grouping for our middle school math classes. Math is the only subject that our MS currently separates out based on ability (A/B/C/D periods).

How in the world does this work? Is the goal to try to elevate everyone's standards? It seems like there's just such a wide range of abilities to make this work - even more than in science, English or reading. Do they all use the same book? Does everyone end up in Algebra I at the same time? I'm just curious, because I've never heard of a middle school NOT having some differentiation for math.

According to DS, for 150 7th graders, math class is differentiated into 3 groups, one with "regular math", one with "pre-algebra at 8th grade level" and one with "algebra I at 9th grade level". They use different textbooks. There are a couple of placement tests before unit study during the school year and kids will be promoted or demoted accordingly.

I'd bring this up at the school board level if I were you, either in public discussion or by planting a seed in school board members' minds. I recall reading a report a couple years ago that examined factors associated with whether schools offered multiple levels for various subjects. I don't recall that much from the findings, just two things really. One was that math was the subject most often offered at multiple levels for each grade. The other finding was a correlation between multiple levels and whether the topic had come up for discussion in school board meetings.

I don't have the link right now, will look for it & add if I find.Here is the link to: Tracking and Detracking: High Achievers in Massachusetts Middle Schools (should note that I have not re-read...)