"Virginia moving to eliminate all accelerated math courses before 11th grade as part of equity-focused plan"

[Jennasis]

I am all for eliminating math wherever and whenever.

 

[dez1978]

I'm reading it. It says 11th and 12th grade is when you can branch out. Kids are taking college level classes in 10th grade at our school. My children were behind others by waiting to taking AP Calc in 11th grade. Why would anyone want all students to be on the same course until they reach 11th grade?

See this stresses me the heck out. Why are we putting so much on kids? My bffs daughter graduates this year. She’s had 3-4 hrs of homework every night the last couple of years on top of band practice and whatever other extracurricular activities she’s in. When I was in high school I got pretty much everything done during school (study hall). I might have an hour a night of homework. My 4th grader is doing things we didn’t learn until 6/7th grade. I want my kids to enjoy being kids and enjoy high school (as much as they can anyway). This ridiculousness of expecting 16 yr olds to be doing college level work and expecting them to play sports or whatever so it looks good on college applications is not good for their mental health. It’s great if your kid can do it but the expectation that all kids should be doing it isn’t right.

 

[Southernmiss]

From the article

He added that the concepts courses wouldn't eliminate algebraic ideas but rather interweave multiple strands of mathematics throughout the courses. Those included data analysis, mathematical modeling, functions and algebra, spatial reasoning and probability.

Pyle didn't provide an immediate answer to concerns that the new model would hold kids back. It's unclear how exactly the differentiation would occur. When asked for more details, Pyle said, "Differentiated instruction is designed to provide the appropriate levels of challenge and academic rigor for each student."

In a lengthy statement to Fox News, Pyle touted the changes as an avenue to "deeper learning."

"For many years, parents and the system have valued and rewarded speed via acceleration and 'covering content' rather than depth of understanding. The Virginia Mathematics Pathway Initiative shifts to a focus on and value for deeper learning through differentiated instruction on grade level that will promote student development of critical thinking, authentic application and problem solving skills," Pyle said.

Pyle added that VMPI "aims to support increased differentiated learning opportunities within a heterogeneous learning environment, that will promote greater access to advanced mathematical learning for all students before high school graduation.

"Shifting to deeper learning through differentiated instruction, implementation of VMPI will promote student development of critical thinking, authentic application and problem solving skills.

"Offering an inclusive learning environment that engages and challenges students of varied levels of understanding and different interests will be a focus of the common mathematics pathways proposed in grades K-10 ... These pathways seek to restructure mathematics education by focusing instruction on reasoning, real world problem solving, communication and connections while shifting away from an emphasis on computation and routine problem practice."

Later in the statement, he adds: "VMPI implementation teams continue to work on addressing these considerations while moving forward to improve equity in mathematics opportunities for all students. VMPI Community meetings being offered this spring are intended to provide initial information regarding the initiative, but also be a venue in which feedback can be collected."

"The VMPI implementation team (VDOE, college and university staff, and school division staff) is currently working to seek feedback to help ensure local implementation practices address concerns like the shift from acceleration to deeper learning," said Pyle.


My daughter who graduated in 2020, due to scheduling times, didn't take all of her high school math courses she wanted to take until 11th and 12th grade and it didn't hurt her ACT/Sat scores. So, if these changes can help all, I don't see an issue with it.

It sounds like the goal is to better prepare students for college and real world applications of the concepts, not just to move them through courses.

 

[dez1978]

I'm reading it. It says 11th and 12th grade is when you can branch out. Kids are taking college level classes in 10th grade at our school. My children were behind others by waiting to taking AP Calc in 11th grade. Why would anyone want all students to be on the same course until they reach 11th grade?

I was 14 in 10th grade. There is no way I could have done college courses. But now it’s also common to not start kids in kindergarten until they are 6 or close to it. I was 4 when I started kindergarten

 

[DisneyJamieCA]

Just to be clear, it would be very new if it was introduced in my school district. I believe a child should be able to move ahead if they have the ability to do so. I am glad our school district feels the same way.

Why would you hold students back that can do more? Why would you place them with average students?

It doesn't hold them back. It doesn't eliminate those classes, except in name only. Instead of yearlong classes in one math subject, they treat it like building blocks where those math ideas are woven together in a way to build successfully on them.

So it would be new for your district. Change has to happen sometime. The truth is THIS kind of learning has been happening all over the country for many years, turning out highly successful students. So Virginia isn't reinventing the wheel, just catching up to what's going on elsewhere.

Also, those students who want extra just take dual enrollment classes for English & math at the local JC. My daughter is doing it with English. All high school students go for free and she earns both high school & college credit.

 

[BayouQueen]

Just to be clear, it doesn't hold them back. It doesn't eliminate those classes, except in name only. Instead of yearlong classes in one math subject, they treat it like building blocks where those math ideas are woven together in a way to build successfully on them.

So it would be new for your district. Change has to happen sometime. The truth is THIS kind of learning has been happening all over the country for many years, turning out highly successful students. So Virginia isn't reinventing the wheel, just catching up to what's going on elsewhere.

Also, those students who want extra just take dual enrollment classes for English & math at the local JC. My daughter is doing it with English. All high school students go for free and she earns both high school & college credit.

That is what my "math wizard" nephew did in California. He basically left high school after 10th grade and finished up at junior college. BUT...I don't know that other states have as robust a JC program as California does. Our junior college system is a "highlight" of California education.

I hope in Virginia this doesn't just give another advantage to those who can afford private education.

 

[Southernmiss]

Junior colleges are robust in South Mississippi and Northwest Florida and work with our high schools, too

 

[Pink Partridge]

See this stresses me the heck out. Why are we putting so much on kids?

But you are assuming it is stressful. For some students, Math is easy.

It would be like telling the flute player that made 1st Chair that they have to play Mary Had a Little Lamb until 11th grade.

Some kids excel in Math. They shouldn't be held back.

 

[Southernmiss]

The plan will.not.hold.anyone.back.

 

[dez1978]

But you are assuming it is stressful. For some students, Math is easy.

It would be like telling the flute player that made 1st Chair that they have to play Mary Had a Little Lamb until 11th grade.

Some kids excel in Math. They shouldn't be held back.

I’m not talking just about math. I’m talking about the amount of work we are putting on them in general.

 

[Nabas]

The following is directly from the Virginia Department Of Education's webpage:

 

[VandVsmama]

This is a stupid idea.

 

[Pink Partridge]

I’m not talking just about math. I’m talking about the amount of work we are putting on them in general.

I have no problem with kids taking on challenges and excelling when they are able to do so.

But, I agree with you. We should not be "putting that on them".

They should be the ones to choose if they want to move beyond what others their age are learning. And they should have the option to do so before 11th grade.

 

[Traveling on cc points]

The plan will.not.hold.anyone.back.

How do you figure that? Putting kids who are really good at math in the same class as average or below average students in the definition of holding them back.
the above average kid is going to be sitting there twiddling their thumbs while The rest of the class is actually learning. It makes no sense.

 

[Nabas]

I'm reading it. It says 11th and 12th grade is when you can branch out. Kids are taking college level classes in 10th grade at our school. My children were behind others by waiting to taking AP Calc in 11th grade. Why would anyone want all students to be on the same course until they reach 11th grade?

Our children graduated high school with over 10 AP credits each. Skipped freshman year entirely and finished college in 3 years.

 

[Southernmiss]

How do you figure that? Putting kids who are really good at math in the same class as average or below average students in the definition of holding them back.
the above average kid is going to be sitting there twiddling their thumbs while The rest of the class is actually learning. It makes no sense.

From the article

He added that the concepts courses wouldn't eliminate algebraic ideas but rather interweave multiple strands of mathematics throughout the courses. Those included data analysis, mathematical modeling, functions and algebra, spatial reasoning and probability.

Pyle didn't provide an immediate answer to concerns that the new model would hold kids back. It's unclear how exactly the differentiation would occur. When asked for more details, Pyle said, "Differentiated instruction is designed to provide the appropriate levels of challenge and academic rigor for each student."

In a lengthy statement to Fox News, Pyle touted the changes as an avenue to "deeper learning."

"For many years, parents and the system have valued and rewarded speed via acceleration and 'covering content' rather than depth of understanding. The Virginia Mathematics Pathway Initiative shifts to a focus on and value for deeper learning through differentiated instruction on grade level that will promote student development of critical thinking, authentic application and problem solving skills," Pyle said.

Pyle added that VMPI "aims to support increased differentiated learning opportunities within a heterogeneous learning environment, that will promote greater access to advanced mathematical learning for all students before high school graduation.

"Shifting to deeper learning through differentiated instruction, implementation of VMPI will promote student development of critical thinking, authentic application and problem solving skills.

"Offering an inclusive learning environment that engages and challenges students of varied levels of understanding and different interests will be a focus of the common mathematics pathways proposed in grades K-10 ... These pathways seek to restructure mathematics education by focusing instruction on reasoning, real world problem solving, communication and connections while shifting away from an emphasis on computation and routine problem practice."

Later in the statement, he adds: "VMPI implementation teams continue to work on addressing these considerations while moving forward to improve equity in mathematics opportunities for all students. VMPI Community meetings being offered this spring are intended to provide initial information regarding the initiative, but also be a venue in which feedback can be collected."

"The VMPI implementation team (VDOE, college and university staff, and school division staff) is currently working to seek feedback to help ensure local implementation practices address concerns like the shift from acceleration to deeper learning," said Pyle.


My daughter who graduated in 2020, due to scheduling times, didn't take all of her high school math courses she wanted to take until 11th and 12th grade and it didn't hurt her ACT/Sat scores. So, if these changes can help all, I don't see an issue with it.

It sounds like the goal is to better prepare students for college and real world applications of the concepts, not just to move them through courses.

The following is directly from the Virginia Department Of Education's webpage:

View attachment 569934

Here's the plan.

 

[lifesavacation]

Wow. Not my kids. I have two that completed Algebra 2 in 8th grade. Both completed AP Calculus in 11th grade.

My others weren't as strong in math. But I couldn't imagine holding the other two back.

Not my kids either. In middle school, my daughter was bused to the high school because she had outgrown the math classes available, and by 11th grade she was able to enroll at the local community college because she maxed out at the high school. She’s now a tutor for high school students. I can’t imagine holding kids back that have an aptitude in math.

 

[Skippy918]

It sounds like the curriculum they are moving to is more practical. Data Analysis is a huge thing in the business world and learning how to analyze data is important.
I haven’t used the majority of high school math concepts since college.

 

[Traveling on cc points]

Here's the plan.

Yea. I read the article, especially the part where
“Pyle didn't provide an immediate answer to concerns that the new model would hold kids back.”

you made the statement that you believe that kids wouldn’t hold kids back and I was curious on how you came to your conclusion.

the only reason I am very interested in this is because I have a niece and a nephew that live in Virginia and will both be entering high school within the next few years.

 

[Nabas]

In my 50’s and kids separated by 9th grade. Math wise I mean.

I'm a similar age and we had 3 math paths in high school, starting in 9th grade: a non-college math path, a college math path, and an advanced math path. As I recall, there was only about a dozen kids on the advanced math path.