In LISD, PACE math is considered a single accelerated math course. The PACE track means students will take Algebra I during the 8th grade year and Geometry (advanced or regular) during 9th grade.
Some current PACE students wish to accelerate an additional math course by taking an Exam for Acceleration (EA). The results of further acceleration means students will take Algebra I during seventh grade and Geometry during the 8th grade year.
Question: If my student decides to accelerate again, will he/she be with older students?
Answer: Yes. For example, a sixth grade student who is scheduled to enroll in 6th grade PACE math will take an Exam for Acceleration (EA) for seventh grade math. A successful score will place the student in 7th grade PACE math with mostly seventh grade students. A 7th grade PACE math class for only sixth grade students will not be created. Other sixth grade students who fall into the same situation will not be purposefully clumped together.
Question: If my student is successful on the exam, can he/she change his/her mind?
Answer: No - at least not immediately. According to our district, once a student successfully accelerates through an exam for acceleration, they must move forward. This being said, if a student struggles with the level of acceleration, a plan will be developed by teacher, parent, and student to support the student. Despite all efforts, should a need to decelerate occur, the group can meet and explore that option at that time. This move could impact the student's overall schedule and is less than ideal.
Question: Will there be an impact to my student's high school GPA?
Answer: No. High school courses taken at the middle school level receive credit only. They do not impact a student's high school GPA for better or worse. However, the course taken and grade earned will be reflected on the high school transcript.
Question: How will extra acceleration affect my student in high school?
Answer: The four-year planning component of this decision must be reflected upon. Should a student take both Algebra I and Geometry in middle school (double acceleration), parents and students should look forward to high school to see which courses a student will take during his/her senior year. Typically, a student who excels in math to this level will still take four years of math in high school. It is important for the parent and student to determine which course a student will take and whether or not that course is value added for the individual student. A common path for these students is the following:
9th: Advanced Algebra II
10th: Advanced Pre-Calculus
11th: AP Calculus
12th: AP Statistics
Other options do exist. Information about the math pathways can be found in the LISD High School Course Catalog on our LISD main page. As parents and students make these decisions, it is important to look outward at the significance and impact later in the student's academic plan.
Question: What is the highest level math course you offer in a traditional classroom setting at the middle school level?
Answer: Most years, we offer Geometry as our highest level course offered in a traditional classroom setting at CRMS. The ability to offer this course during the school day in this setting is always dependent on the number of students who enroll. Should a class size fall below a reasonable size, alternatives will be provided to the student and parent. Traditionally, CRMS has had the numbers to support holding the Geometry class. Students who accelerate beyond Geometry in middle school via triple acceleration will not have the next math course (i.e. Algebra II) offered at CRMS in a traditional classroom setting.
Question: What is the developmental impact to students who choose additional acceleration?
Answer: This is difficult to generalize as each student is unique. Ultimately, each parent will need to determine if their child is not only mathematically strong but also has the level of maturity required for advancement. A student who has a good sense of self and confidence would be more apt to engage and participate in a class with students who are a year older. Since instruction commonly involves interaction among peers, students will be involved with the spectrum of behaviors/conversations associated with a developmentally one year older group as opposed to the spectrum of behaviors/conversations within their own grade. Should a student already have peer groups outside his/her age group, then he/she will be prepared and likely comfortable with this developmental diversity.