I hear you and can appreciate your perspective. We all make decisions for our children that is right for them and perhaps for us as well. For my DS, I have always felt strongly that he never get special considerations/handicaps and that he acquire the flexibility of producing the approach requested/demanded. That is why I did not request his first math acceleration until age 7 in 2nd grade. That was the point where he can clearly meet the verbalizing/writing demands of 4th grade math and be flexible/fluent enough to produce any methods requested. There was no challenge math-wise post-acceleration but DS still remembers fondly the challenge of proofing/explaining his solutions.
You are fortunate that there is a good fit between your philosophy and the school's. In our district, DS would not have been allowed to accelerate if writing was an issue as that was on the check-off list. The district doesn't want second-class citizens. I guess it comes back to concern with liability from disgruntled parents who later regret the acceleration.
I think you bring up the broader topic (for another thread perhaps) about if/when to accelerate when a student has an asynchronous set of abilities, such as for example when their mathematical abilities are far more advanced than writing abilities. (I'm not sure it should be called "asynchronous", though. It's
normal for some skills to be more advanced than others.)
So the observation is that when homeschooling you have the freedom to accelerate fully in the advanced skill, and let the other skills develop in due course, whereas in B&M schools the student has to be more up to speed in the full suite of skills possessed by the typical classmate.
We significantly reduce the writing requirements suggested in the online lessons (it's a lot of busywork anyway). We're aware that ultimately the writing skills have to develop, but we can choose the timeline we think is best for this.
