I know you don't want to do subject acceleration, but perhaps, if your DD's testing shows that she's advanced in most areas but not all, when you sit down to "discuss" multi-subject acceleration, they will see that logistically whole-grade acceleration would just be easier. I would at least consider meeting with the school if your DD doesn't pass all the sections at 90% and see if this reality occurs to them. If they still don't see the logic of a full-grade acceleration, then you tried and then you can consider your other options. Since you say you really like the school in general it might be worth a shot.
As far as what a 2nd grade test might include, I found that most topics of 2nd grade were introduced in 1st grade and then were just solidified in 2nd grade. Some topics my DC hadn't yet been exposed to when they took the end-of-2nd grade test before subject accelerations were rounding, a.m./p.m, and things like how many days in a year, how many inches in a yard, how many feet in a mile, etc. They had just never come up in our lives to that point so we didn't ever talk with them about it. Luckily, the school just saw these as small holes that they could fill in quickly, and in fact just taking the test made them curious about these topics. But, like I said, in our district it seems that math topics were introduced in 1st and reinforced in 2nd, and then 3rd began introducing new topics again. In fact, thinking about the entire curriculum -- not just math -- this pattern seems to be true. Does this seem to be the way it is in your district?
I agree, too, that you should look at what the standard proficiency level is at your school for kids leaving 2nd. Sometimes schools want kids to still be in the top 90% of students in the higher grade, but I agree with your DD that sometimes it can be good for a child to be average. For a little bit, anyway, until their faster learning pace moves them quickly back to the top of the pack again!
