Well, it definitely makes acceleration harder in the elementary years, at least that's my impression. Perhaps when they have taught this curriculum for a while things will change (though now that I think back, my daughter's third grade math class was already doing this, it was not new then, and that was 5 years ago...). However, they are still coming up with benchmark assessments and stuff like that, so even figuring out where a kid should be (if advancing, I mean) is not clear. Like Quantum2003 mentioned, there is a lot of spiraling and building on complexity; the repetition that our kids really don't need but which seems to be key for many kids. The school has done a relatively good job with enrichment/deeper material at times which has been great for our kids, but it is not built into the curriculum and therefore teacher-dependent. However, this curriculum seems to lend itself more easily to those kind of detours, I think. But the multi-year acceleration thing is not happening here- we know families who left the district over this issue. (There are too many positives outweighing this for us to leave, though it is frustrating).
Jack's mom, our advanced sequence of math also ends at calculus BC, with the option of AP stats. I think the topics now are arranged differently than they traditionally were, and there is more compaction- I don't think we have a "pre-calculus" course, for example (though it has been a while since I checked the course catalog).
