For DD, who is not mathy and who will not study AP Calculus AB until 11th grade, we chose not to accelerate at all. She actually could have handled Pre-Algebra easily in 5th
I wonder if you realize you just said in the same breath that your daughter is not mathy and could handle pre-algebra in 5th grade. AP Calc in 11th grade is also considered accelerated by most lights, as discussed in the other thread. My child can opt for AB or BC in 11th; both are considered accelerated tracks. This is not, of course, individual acceleration; maybe that is what you meant.
Yes, I meant that DD is not accelerated in the sense that Pre-Algebra in 6th and AP Calculus AB is the standard GT sequence in our district such that she has tons of classmates and no request/arrangement needed. In our district, AB and BC are distinct and consecutive courses so not interchangeable; BC also covers multi-variate calculus, which is probably beyond the juniors in our standard GT sequence.
By the way, I would not equal being able to handle Pre-Algebra in 5th with mathy. To me, interest/passion is an essential component of mathy; DD has none. Furthermore, a very smart kid could use their general intelligence to rapidly cover materials through Algebra I and perhaps be fine even Geometry or Algebra II, but will likely hit a wall somewhere beyond. I also see something similar going on in Science, where DD averages 97-99%(even in middle school where that is not common) and where her work products have been selected for competition or display despite her not particularly strong grasps of science. I have to sit down and explain deeper connections and sometimes even basic principles to her but she can generate top-notch multi-page lab reports - those exceptional writing & illustrating skills put her over the top.
