Gifted Issues Discussion homepage Forums Parenting and Advocacy Second Guessing Acceleration Choices

Oh, I don't know about that although you are probably right in the majority of cases, including my two younger children. However, I am pretty sure that I have screw up my oldest for life even though I keep trying, but then again we have been faced with some rare challenges, including misfortunes that statistically occur less than one in a million.

My cynicism is with you. However, the argument seems to be that access to higher level curriculum would be problematic if one class is dedicated to the above-level currriculum and all the other classes are stuck with the at-level curriculum. The idea is that in-class differentiation would allow better access to curriculum for all students. I think that under state law, there would still be identification of "gifted" students, but there would no longer be a dedicated "gifted" class and that the label "gifted" will eventually be dropped and replaced with something that is less of a lightning rod.

Our experience with both of our children was that in-class differentiated instruction RARELY worked.

It is almost impossible for teachers to balance instruction for varied students with so many competing needs. While some research has indicated that average and somewhat below average learners may benefit from differentiated instruction, most gifted learners remain unfulfilled.

Quantum2003, I agree with ur dilemma. I am having similar issues with my DS11. shld I pick a school that offers accelerated Math(Alg 2-saxon) with very rigorous curriculum, only academic focus or rather be at Algebra 1 with a almost all rounded focus? scared to make a wrong decision . wondering what if I don't let him do the Acc Math now and he has to catch up in HS. any advice would help

momm2boyz, you might try a site search of math curricula and math acceleration/trajectory in particular. That's a question that is discussed fairly regularly here.

I'll also add that in my own admittedly brief experience with Saxon's pedagogy/approach, it was pretty much anathema to my HG+ DD's way of doing things. LOADS of repetition and drill, and very little concept exploration.

While the school may tout the rigor associated, that is not the same thing as saying that such a curriculum is a good fit for most HG+ students.

You'll probably find a lot of different opinions here re: the "right" path forward in terms of math acceleration. Personally, unless your DS is already in middle school or showing a need for extreme acceleration, I'd pick whatever seems to offer the best fit overall rather than what seems more "rigorous" from the perspective of not yet being enrolled.

Much depends on the relative strengths/interests of your child, too. There are many other academic subjects besides math, after all. Neglecting those does not seem like a good trade just to get in-house math instruction two years beyond the other option.

What would a child beyond Alg1 do at the other school? Does the school have a policy about that? I'd ask.

I think that main difference between DD and her age peers is the almost other worldly pace at which she learns. She doesn't seem to need a bridge from one concept to the next - show her one concept then show her others and she seems to make the bridges herself. She doesn't just know the stuff she knows she groks it.

That is what I find hardest about trying to find stuff that will engage her myself.