I have to confess I'm clueless with econ and requirements. I have faith that DS could do whatever math is needed if that's what he's interested in. My goal was not to push him ahead in math, but to question rather than accept blindly the formulaic schedule (I regret accepting it last year, but I didn't know any better--he should have tested out of Alg 2).
I guess part of me sees the situation like this: DS has done entry level college courses during the summer institutes with kids who are serious students, advanced, amazing, high achievers. They have talked about brilliant test scores and lofty goals of great colleges. Now, he is in "honors" classes that are a charade, he is the highest grades in all but one of these classes (except one--French), and many of the kids don't care. I look at Miraca Gross articles and think about radical acceleration and just enrolling him in college classes EXCEPT he wants to have some semblance of high school experience. He does not want to homeschool, even Stanford online, and doesn't want fancy prep boarding school. I am just trying to avoid him "wasting time" or getting discouraged with busy work, or wanting to drop out (a rising phenomena in our school district with gifted kids), or doing things like DH & I did when we were bored in HS (skipping school).
I already gave up twice after many meetings with counselors, principal. I thought I needed to spend more time thinking about the other boys, but I'm hoping something remarkable will happen at the IEP...but don't want to get my hopes up.
