Two year Algebra I course

Parent Cafe
1

<p>I am worried about my daughter getting into a good college in Illinois. She has a learning disability. She is taking an Algebra I Regular course, but I was told by her teacher that she should be placed in a 2 year Algebra I course that is taught at a slower pace than the other class. They will spend 1 more day on concepts than the other class. I am worried that this might affect her when she takes the ACT’s to get into a good school. Her 8th grade math teacher recommended Algebra I Part 1 but my husband and I thought that she could handle the regular class. Then again, I don’t want her labeled by her peers as dumb–she had told me someone already called her stupid. She came out boldly and said the class was too fast for her and that she wanted to be placed in the Algebra I part 1 course for her freshman year and the second part of Algebra I in her sophomore year. The math teacher told me that they are incorporating info from the ACT for both of these sections—</p>

<p>Worried Parent</p>

<p>Should I be worried about her taking the ACT</p>

2

<p>She won’t do well on the ACT if she is in over her head in a class that is too tough for her. Let her take the slower class where she can truly learn the material. If she does well in it, she may advance into a regular or honors class later. Best of all, she will have confidence in herself. Demoralization affects not only performance in one class but across the board.</p>

3

<p>I’ll vouch for what Marite says. I have personal experience with my DD who also has a learning disability (or two).
She’s now in a new school and has been placed in Algebra I as a sophomore. She’s actually been past Algebra II in her old school, but struggled the entire way. She’s now making 90’s and it’s doing great for her confidence.
It’s carrying over in to her other subjects now.
Hang in there. It may come slowly, but when she understands it, it’s there to stay.</p>

4

<p>Is it the same (quality) teacher, is the two year class a dumping ground for behavior problems, what is your daughters problem with math, has she been diagnosed with a learning issue that relates directly to the math, or is it reading that causes her problems? Can she do the work easier with a calculator, does she have her multiplication table memorized, does she need other accommodations…these are some of the questions I ask before changing placement.</p>

<p>I would also ask you, How much time does she spend on her homework and what level of quality is observed in her homework? </p>

<p>Two year algebra is a good approach for many students, sometimes students see it as being easier and I have known students who want the easy course and then still resist doing the homework and classwork. For some students Algebra is more like a language class, they need to practice the language until it they are fluent and for some students that means taking time with their homework and sometimes tutoring to give them a little more detailed help.</p>

<p>Depending on the math sequence and the textbooks used, many American students take Algebra in two years since Pre-Algebra texts frequently overlap 70% of the Algebra texts.</p>

<p>I am unfamiliar with ACT but I know that a firm understanding of Algebra is useful for many standardized tests and essential for most math classes that follow. Good luck.</p>

5

<p>We have kids at Ds school that take Algebra, Geomotry, then Algebra again, and as a senior, Calc or something, and these kids get into good schools, so its like a two years Algebra, just split up</p>

6

<p>I agree with Mr. B regarding his concern that such a class might be a dumping ground for behavior problems. The way able students get around this in our hs is to take any honors or AP classes possible, as even the regular classes often have behavior problems.</p>

<p>OTOH, I was a student who got behind in math, and it was AWFUL! When you don’t get the fundamentals, everything just gets worse and worse as time moves on. And it definitely damaged my self-image. I wasn’t able to drag myself out of the hole until sophomore year in college. </p>

<p>If the repetition/remediation is strong and history proves that the students coming out of the two year class do well, I would go with that. Our neighboring school district even has “Geometry for Girls” to bolster female pride and confidence in mathematics. It would be better to do well in Algebra I + Geometry + Algebra II/Trig than to be lost in Algebra I and quit math as soon as graduation requirements are met.</p>

7

<p>My son due to learning disabilities was placed in such a class. We knew through testing that he was actually quite good at math but had trouble staying focused. We ended up finding a retired math teacher who tutored him one on one over the summer to prepare him for alg 1. He ended up taking alg 1 and getting the top grade in the class. The teacher who tutored him actually felt that son had the natural ability to be much more advanced then where he was placed.</p>

8

<p>Find a tutor as well, sometimes, it is not the student, but the teacher wo doesn’t teach well. My Ds in 7th grade had the worst math teacher, the frustration level was high, got them a tutor, made all the difference, in confidence, understanding and grades</p>

<p>Some people should not teach math, they don’t explain it well and that can make a huge difference</p>

<p>Try the tutor for awhile. With my D’s they got the work, but the teacher was confusing and just bad. </p>

<p>The tutor did wonders. We found one that tutored other kids at the school so she knew what mistakes the teacher was making. She also had a much different style that worked with my Ds style.</p>

<p>Worth the money. If D can get it at home ,she will be less frustrated in class and her confidence will grow and shw will do better, etc</p>

<p>Good luck</p>

<p>ps- have you seen the HS math, makes my brain hurt</p>

9

<p>we have a similar problem.- I don’t want to hijack the thread but I thought that the suggestions could help us all.
I have been trying to get her help ever since she started in public school- but with not much success- I can’t help her at home- I don’t have the skills and it is overwhelming and stressful for her- I have written to the state/district & an college admission counselor to hear what they say</p>

<p>*My daughter has learning challenges in math, so much so that she had an IEP for 3rd-7th grade- removed for 8th grade because I was told that a 504 plan was more enforceable- however the school wouldnt write one.
The way that our district teaches math ( TERC) exacerbated any difficulties instead of alleviating them.The result is, that by the time she excited 8th grade, her basic skills in math were about at a 3rd grade level, ( computation wise- not concept) even though she is a hardworker and didn’t miss classes.</p>

<p>She managed to almost come up to grade level in 9th grade, by changing schools, starting Kumon, and working with a different approach. She received straight As in the math classes she was placed in- finishing up spring semester- just one semester behind grade level.</p>

<p>The problem is this. She will not be offered the next math class she needs during the school day. Because of budget cuts , the school has decided to offer all remedial ( which means anything below grade level, regardless if the student has had an opportunity to take it before), classes after school everyday.</p>

<p>She can either take the math class after school, after having a full school day of 6 academic classes including AP which will prohibit her from participating in team sports or her volunteer job. For D, these outside school activities have been very important, and at times even lifesaving. I really would not want her to have to make the choice between taking a math class, and the other activities she loves.</p>

<p>Another suggestion, has been for her to retake the math class she just finished up with spring semester, this would put her onto a fall, spring track, and she could take the classes during the school day, instead of after school. However, she would be retaking a course that she passed, that indeed she passed with an A.
I think that for her, it can’t hurt to be sure that she solidly has the concepts, but my concern is how that would appear in the college search process? ( yes, I know that you would think that an A would indicate that she solidly has the concepts- but frankly- even though Garfield is one of the best urban public schools in the region, if not the country- I think they have a little bit of grade inflation)*</p>