Another great summary, MumOfThree, and I agree with you.
My main point was to share that when advocating, one typically needs or benefits from having some type of documentation of the child's interest/motivation/success in the subject matter... to illustrate, prove, or back up what the parent is seeing in the child, that the school may have thus far overlooked.
Yes, advocating for academic acceleration is more difficult in today's educational climate of equal outcomes for all students, as the focus in on closing achievement/performance/excellence gaps.
While I'm not personally a fan of "differentiation," especially in an inclusive classroom with a very broad range of abilities, the article at this link may be of interest to the OP, as it describes the current mode of teaching, in many schools:
- Article:
Differentiating Math Instruction Through Tiered Lessons- Link:
https://www.davidsongifted.org/search-database/entry/a10965
