Yes, the discrepancy where there hadn’t been one is what concerns me.
I didn’t want to get into her personal business, but she was very ill in middle school and missed huge swaths of instruction. The pandemic/virtual instruction hit right as she was starting to return to school. She has come out of her illness with learning challenges she didn’t have when she was younger. She improves every year, so I never really know what we are working with.
In both Geometry Honors and Algebra 2 Honors , she had an F for the first half of the year. Work turned in later, a generous retake policy, and some pandemic grade inflation are what got her to a B+ in Geometry and a B- (with $3K in tutoring) in Algebra 2.
In IB Math, she is holding her own vs her classmates, but they are all struggling. On the first version of each test, most people fail, with scores as low as 12. There’s a ton of extra work required for the retake, and then DD does ok (sometimes well) on it. Retake grades are capped at 86, even if you get a perfect score, but the whole system covers up how much kids aren’t learning to begin with (to me).
So yes, DD has a B in math, but that doesn’t give me confidence in her skills. She often needs online tutoring to get through homework. To me, the much lower math score says her foundation isn’t there. She’s is starting to adopt a “math is hard, I am dumb” attitude, and I feel she needs some sort of support here.
She’s very proud of her verbal score and has shaky self esteem - I don’t want to have to tell her next year that she should go test optional. For some kids, it won’t matter, but for her, it would reinforce some bad feelings about herself.