<p>^ I don’t think the issue is a lack of acceleration. In fact, I would argue that is the problem. In the American system, there are various pressures to collect the set, move up the levels, rush through, especially in math…but it ends up at a superficial level. It becomes form over content; breadth over depth. Considerable evidence that students would be much better of spending more time and quality time learning fundamental mathematics, rather than weak, fast versions of mathematical concepts. I think it might be telling that in the US, college bound kids do “AP” in highschool whereas in the rest of the world, kids just do a highschool curriculum and then college level courses when they get to college.</p>