Acceleration & Electives

Extending and Enriching

Williamsville is committed to increasing educational experiences, including access to advanced courses. It is our belief that all students should have the ability to pursue advanced coursework if they are committed to that path. (NYSED, Expanding Access to Advanced Coursework)

Mathematics Learning: A Journey, Not a Sprint

While Williamsville does not impose restrictions on students pursuing accelerated math, it is important for families to understand the rigorous demands of the program to ensure it aligns with their child’s long-term success.
Accelerated math programs are designed to challenge students by compressing content and advancing at a faster pace. This approach requires a deep commitment to mastering foundational concepts while simultaneously developing advanced problem-solving skills. Speed in computational tasks or routine manipulations alone is not a basis for acceleration. Additionally, a positive disposition toward mathematics and a deep understanding of grade-level concepts should be the primary goals before accelerating. Accelerating in math prioritizes both breadth and depth, ensuring students are prepared for calculus by their senior year.
However, accelerating too quickly through content without sufficient time for comprehension can negatively impact a student’s confidence and connection to mathematics. Research (Boaler, 2016) indicates that rushing through material may lead to disengagement, potentially narrowing future opportunities in STEM fields. The program's demands necessitate thoughtful consideration and deliberate decision-making to balance challenge with readiness.
If you have questions about acceleration, we highly encourage you to connect with your child’s teacher for guidance and insight.

Is Acceleration the Right Choice?

Accelerated math courses present a rigorous academic path that requires strong foundational skills, heightened motivation, and a genuine enthusiasm for mathematical challenges. Coursework in accelerated math requires the following demands:

Mastery of Foundational Concepts and Advanced Skills
Accelerated math assumes a thorough understanding of numerical fluency, fractions, proportional reasoning, and number sense. Advanced skills in critical thinking, problem-solving, and the ability to apply mathematical concepts to unfamiliar situations is needed.
High Levels of Motivation and Discipline
The additional coursework and independent study required in accelerated math demand a high degree of self-motivation, organizational skills, and discipline to manage the increased workload effectively.
Passion for Mathematics and Resilience in Facing Challenges
Success in accelerated math relies on a genuine interest in mathematics and a willingness to engage with complex, challenging material. Enthusiasm for the subject fosters confidence and supports a positive long-term relationship with mathematics.

Understanding the Pathways

While Williamsville strongly encourages all students to complete four years of high school mathematics, not every student’s path may need to culminate in Calculus by 12th grade. Courses such as Statistics, which is widely applicable across many careers, can be equally valuable and can be accessed without any acceleration. Additionally, students may also be interested in courses such as Computer Science or Engineering. While these do not count as a math seat credit, they may align with and enhance students' mathematical interests. In figure 1, the top row illustrates the traditional math pathway from middle through high school. The other rows represent common acceleration pathways. You'll notice that Williamsville introduces math acceleration starting in 7th grade, enabling students to complete Algebra 1 by the end of 8th grade*. As such, 6th grade is the final year in which all students follow the same core math pathway, building a strong foundation in mathematical reasoning and problem-solving. Midway through 6th grade, families should begin considering which pathway is the best fit for their child. Factors such as their child’s confidence in math, problem-solving skills, and future academic aspirations should guide this decision. We encourage families to review the available options carefully and have conversations with their child’s teacher and school counselor to discuss which pathway will provide the right level of challenge and support.
*It is important to note that New York State does not permit students to earn high school seat credits for coursework completed before 8th grade. According to the NYS Commissioner’s Regulations, only students in 8th grade or higher are eligible to earn high school seat credits that count toward diploma requirements.

Math Sequence (FINAL).mp4

Figure 1: Acceleration Pathway Options

To learn more about each middle school course and subsequent pathway options, click on the listed course names.

Math 6

Math 7

Math 7 Accel.

Math 8

Algebra 1R/A

What if my Child does not Accelerate in 7th Grade?

While Williamsville introduces math acceleration in 7th grade, enabling students to complete Algebra 1 by the end of 8th grade, some students may choose not to accelerate initially but decide to pursue acceleration later in their academic journey. To support these students, Williamsville offers alternative “on-ramps” through summer coursework, providing flexible opportunities to advance. (The pink arrows in Figure 1 above illustrate these pathways for summer acceleration.)
The first opportunity to accelerate through summer coursework is by taking the Math 7A Conversion course. This course is for students in Math 7 who wish to enroll in Algebra 1 their 8th grade year, but have not yet met the required prerequisite of successfully passing an accelerated Math 7 course. The Math 7A Conversion course effectively covers the difference in content between Math 7 and Math 7A, in addition to revisiting many Math 7 topics and making a deeper connection to the subsequent Algebra 1 curriculum. To learn more about the summer Math 7A Conversion course, please click HERE.

In addition, there are several “off-ramps” that allow students to adjust their math pathway to better align with their evolving needs and academic goals.
Please note that many opportunities are provided for reflection, decision-making, and consultation with school personnel before and during the course selection process. Additionally, because courses are scheduled and classes created based on student request numbers, we are not NOT able to level change beyond the drop date outlined in the corresponding high school course catalogs. If a level change occurs, grades may follow and a student may be required to make up work missed in the new course.

What’s the difference between Advanced Placement, Concurrent Enrollment, and the Gifted Math Program?

Students are strongly encouraged before scheduling an Advanced Placement or Concurrent Enrollment course to meet with the teacher in order to gain an understanding of course expectations, exam preparation, and grading policies. Also, students should review with their counselor their course selections in order to determine whether or not an AP or concurrent enrollment course would be appropriate in relationship to the other courses the student would be taking.

Advanced Placement (AP) is a program developed by the College Board and offered within high schools, where courses are taught by high school faculty. These college-level courses meet New York State’s unit of credit requirements and appear on a student’s high school transcript. Additionally, colleges and universities may grant placement or course credit to students who achieve high scores on the corresponding AP exams.
Williamsville offers the following AP mathematics courses:

AP Pre-Calculus
AP Calculus AB ("Calculus 1" stretched over the entire school year)
AP Calculus BC ("Calculus 1" and "Calculus 2" in one school year)
AP Statistics

For more information, visit AP's website: https://ap.collegeboard.org/.

Concurrent Enrollment courses are actual college courses that are taught by a college-approved high school faculty member and taught in one’s high school during the regular school day. These courses satisfy NYS’s unit of credit and will appear on a student’s transcript. Williamsville's math department partners with Niagara University's Senior Term Enrichment Program (NUSTEP). Students may elect to purchase college credit from Niagara University at a highly reduced rate and obtain a college transcript.
Williamsville offers the following NUSTEP mathematics courses:

Statistics
Math 5R ("Calculus 1")

For more information, visit the NUSTEP website: https://www.niagara.edu/nustep/.

University at Buffalo's Gifted Math Program (GMP) provides an enriched and accelerated curriculum for students starting in 7th grade and continuing through 12th grade. By the end of the program, students will complete three semesters of calculus and linear algebra, earning up to 22 semester hours of university credit for their coursework.Classes are held twice weekly, with each session lasting 70 minutes, outside of the regular school day on UB’s campus. Taught by local and university faculty, these courses replace the student’s middle school and high school math classes. GMP courses fulfill New York State’s unit of credit requirements and are included on the student’s high school transcript. Additionally, students receive a college transcript from the University at Buffalo, reflecting their university-level achievements.For more information, visit the GMP website: https://giftedmath.buffalo.edu/.

Additional Information

Frequently Asked Questions about NYS Graduation Requirements

In addition to speaking with your child's teacher or counselor, the most comprehensive resource for information about our high school courses is each school's course catalog. While each high school produces its own catalog with school-specific details, all schools offer the same math courses. Please click on the name of the school below to access their respective catalog webpage.

Please note that many opportunities are provided for reflection, decision-making, and consultation with school personnel before and during the course selection process. Additionally, because courses are scheduled and classes created based on student request numbers, we are not NOT able to level change beyond the drop date outlined in the corresponding high school course catalogs. If a level change occurs, grades may follow and a student may be required to make up work missed in the new course.