For the most part, I am confident of the choices that I make for my children in regards to choices to accelerate or not or how much. I think part of that is an occupation hazard in the sense that in theory I am required to advise clients on a course of action but in reality they pretty much do what I choose. That confidence and forward momentum is essential in a professional context but in parenting not so much.
Most days I think the decisions were all good, but on occasion (now that I have more time on my hands) I question and worry . . . in both directions. For my rising 5th grader DS, I wonder if I held him back too much by choosing pre-algebra rather than algebra for 4th grade. He took a national algebra readiness test and scored exceptionally high. It is my understanding that the test is designed to differentiate well at the tail so he is exceptionally ready for algebra in the fall. Is he too ready? Was it a mistake to have held off a year? On the other hand,and I know I am being contradictory here, have I accelerated him too much? He is now destined to be and has been so out of step with his peers and relegated to once a week instruction or internet courses with the exception of one course in middle school and a couple of courses in high school. He is fortunate to have had access to acceleration, but it has not come without a price, even minor issues like missing parts of recess, having homework when his classmates didnt't, getting in trouble for missing his regular teacher's directions because he wasn't there, and in general having to be super responsible because he worked alone four days a week. Was it worth it?
For my rising 5th grader DD, I have chosen to go through the other door. Granted she is not even near DS' level in math, but both from her Explore(above DYS cut) and MAP (above pre-algebra cut) scores as well as general performance with math curriculum , she can easily handle pre-algebra in the fall. However, she is well aware of the "non-math" requirements and has clearly indicated that she does not want to accelerate, so she will stick with the 5th grade GT math, which is 6th grade math with enrichment.
Part of the reason for all this "soul searching" is the additional uncertainty brought about by Common Core. It has not been officially announced, but I was privy to advance notice that the school/district will be modifying (phasing out?) the GT program, starting with just reading/language arts in the fall. Instead of just one GT class using one-level above curriculum, they will spread out the GT students and make advance curriculum available to all. I can sympathize with the students who are currently shut out of the GT curriculum, but the issue will be rather students in the former GT classes will have effective access to the same level of instruction.
Sorry - I am just kind of whining . . . and contemplating.
