Algebra 1 paths

I notice in the course offerings two important items:

  • We are not offering Integrated Math.
  • We are offering an Algebra 1 Strategic class.

The Strategic class requires concurrent enrollment in Algebra 1 and is determined by low CST results. Is this then only for repeaters? (In other words, it’s not for freshman Algebra 1 students who did bad in 8th grade.)

Do we have a plan for the students who marginally pass Algebra 1 as freshmen? It looks as if they go into Geometry, followed by Algebra 1. So we’ll have students in Algebra II CP have gotten a D- in Algebra 1 and another D- in Geometry.

Any alternatives to this? Is this an individual decision, made in the Counseling office?

Course Catalog


2 responses to “Algebra 1 paths

  1. Some 8th grade students had the stragetic class on their schedule. I think the first year, since we mostly have freshmen, 9th graders with low CST scores, not just repeaters, will utilize this class. This will also give us the chance to develop the skills we desire, so students have a stronger number sense.

    We need a plan for students who marginally pass because I feel a real passing grade is a C. I do not think they should be in a CP or honors class with D’s as the passing grade in previous math classes. I think some of this will be decided at a higher level, but hopefully with our input.

  2. I don’t have much middle-school experience, so I’ll be interested to hear from all how it’s different in the high school. I think it is. Or maybe not.

    There seems to be a ton of pressure to get the kid in the next math class, so we have the Ds (and even 1st-semester Fs) placed where they’re just going to drown. The pressure? I’d like to hear Chris and Ken explain it firsthand, but it goes something like this: API points for taking a math class, but no points if you’re repeating.

    I know you’ve heard and seen this, but we have whole classes full of misplaced Algebra 2 students: they add denominators, cancel terms across the fraction bar, cannot simplify fractions, change fractions to common denominators to multiply, and on and on.

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