Survey results from 8th Grade Algebra and Geometry Students at CMS:

By Maya Jhamb, Isabella Gega, and Mitchell Goldstein

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In 8th grade, Algebra is considered an accelerated course that teaches one year ahead
(9th-grade curriculum).

Algebra Students Grades (Math ALP in Elementary school) -

98% 78% 94% 80%

Grade average: ​87.5%

Algebra Students Grades (Not in Math ALP in Elementary school) -

90% 94% 98% 88% 90% 94% 98% 94% 98% 98%

94% 94% 70% 90% 94% 98% 80% 84% 94% 94%

84% 94% 94% 84% 84% 90% 90% 80% 90%

Grade average: ​90.5%

Summary

The grade averages above reveal that Non-ALP students are outperforming their fellow ALP
counterparts. While an 87.5% classifies as a B+, a 90.5% is well within the A range. The Non-ALP
students' overall performance leads by a significant margin of three points. This is unexpected and
extremely concerning, for if the ALP system was optimally functioning, selected students would be
thriving and surpassing the grade averages of Non-ALP students with minimal effort.

Notice that the student population of this accelerated course predominantly consists of Non-ALP
students. It is expected that ALP students will follow the advanced track, which entails them taking
Honors Geometry (10th grade math) as 8th graders. Therefore, the four students above have been
downgraded, yet 50% still continue to underperform. This is the epitome of student misplacement.
 In 8th grade, Geometry is considered an advanced course that teaches two years ahead
(10th-grade curriculum).

Geometry Students Grades (Not in Math ALP in Elementary school) -

90% 98% 94% 90% 98% 90% 94% 98% 94% 90% 90%

Grade average: ​93.1%

Algebra Students Grades (Math ALP in Elementary school) -

88% 90% 98% 94% 98% 88% 90% 84% 94% 70% 73% 90%

Grade average: ​91.4%

Summary

The grade averages above reveal that Non-ALP students are outperforming their fellow ALP
counterparts. Both grade averages are excellent, yet, the grade average of Non-ALP students leads by
1.7%. The ALP program is failing if its selected students are not top performers in the highest level class.
The fact that these students actually outperform their peers is concerning and suggests the system has very
little ability to discern talent at an early age. This data suggests that there is some systemic deficiency or
flaw in the construction and implementation of the system.