Acceleration FAQ

I wonder if my child could handle more challenge in math class. What can I do?

The first consideration should be to look at your child’s performance against each domain in the report card. This information should be available to you via PowerSchool. If you have any questions about reading the report card in PowerSchool, you can reach out to your teacher. You will want to look to see whether your child is meeting the standard for every domain of the course. If they are not, the challenge that we’d recommend that they focus on first is getting to a “meets” for each domain. This includes the Learning Habits, which are critical aspects of establishing oneself as an accomplished learner. Additionally, a student may seek to achieve an “extends” on the academic domains. If your child is meeting, and even extending, in all domains of their math course, then considering additional acceleration might be an option.

Additional acceleration includes taking high school geometry as a middle schooler or, in rare cases, skipping a grade of instruction in math.  Details regarding these options can be found on the D65 Acceleration webpage.

Do I need to accelerate to have access to higher-level learning?

The short answer is no. Keep in mind that to “accelerate” in Evanston means that you are moving quicker through the curriculum. It does not mean that you are accessing higher-level classes. It is not until a student attends ETHS that they have a choice of math levels. This starts with Algebra 2. ETHS, for example, currently offers Algebra 2 Pathway to Honors and Adv Algebra 2 Honors. Both are Algebra 2 classes, but one is a higher level, offering a more challenging curriculum at a faster pace. If you are interested in taking Adv Algebra 2 Honors (the higher level), you can take this as a freshman if you finish Geometry before high school - but you can also take it as a sophomore if you complete Geometry as a freshman with high scores and a teacher recommendation. In other words, all courses are available to you no matter whether you choose to accelerate in middle school, provided that you are doing well in your math classes. 

So why accelerate?

The biggest reason to accelerate your learning even further in mathematics is if you want to complete coursework earlier. This allows you to take Calculus as a junior rather than as a senior – allowing the opportunity to take more math in high school. It also has you working one grade level higher than what otherwise might be considered typical in Evanston. This is a personal choice and depends, more than anything, on how much a student loves math. If a student enjoys math and wants to push themselves, then further acceleration might be a great option.

I’m not sure whether taking high school geometry early is the right choice. Whom can I talk to?

All conversations should start with your child’s middle school math teacher. Explain to them what you are wondering and they can help you consider options. You can also reach out to the director of mathematics (wartowskid@district65.net) if you are trying to understand more about your options. The earliest we’d recommend having this conversation would be in 7th grade.

Does District 65 offer High School Geometry? 

Yes. District 65 has offered High School Geometry every year for over a decade. This course is offered in person, typically to 8th graders. The enrollment of this course is relatively low. Only students who have skipped a grade of math would take this course in person during the year. The course is typically offered at one of our schools and students from other schools are provided transportation. 

I want to take Geometry at ETHS during 8th grade. Can I do that?

We do not support middle school students taking Geometry at a high school. There are three primary reasons for this. One, the same course with the same curriculum is offered in District 65, making transportation to high school unnecessary. Two, students who take the course in high school follow a different schedule than District 65; the ETHS math course meets three days a week, leading both to fewer instructional minutes as well as overlap with non-math classes two days each week. Three, we find that keeping middle school students in middle school is typically best for their socio-emotional well-being. Families interested in exposing their students to the high school environment early are encouraged to enroll in “Prep to ETHS” over the summer prior to freshman year. 

Did D65 get rid of acceleration?

No. It is our core belief that those who wish to accelerate their learning have the opportunity to do so. With this in mind, District 65 completed a major reconstruction of its math acceleration system in 2020 by removing structures that included high-stakes testing in 5th grade and a course called Math 6/7. In their place, we created new opportunities. These include ETHS’ summer Geometry course, a new middle school curriculum that provides rigorous tasks in an accelerated pathway for all students, and an individualized learning pathway for Geometry via ALEKS which was first offered in the 2023-2024 school year. In this new system, students no longer need to test into acceleration, but instead can opt in.  As a result, enrollment trends indicate that students are accelerating into higher-level math at ETHS at the same rate as they once were, but that the racial demographics are now more representative of the general population in Evanston. In the current system, any student who wishes to move into advanced math has the opportunity to do so, provided that they are willing to put in the necessary work. Please note that each of these systems are continuously reviewed to examine impact. The ALEKS option, for example, is currently under review by ETHS while it monitors the success of students who followed this pathway and are currently taking Algebra 2 as freshmen. 

How does this acceleration system differ from before?

Up until 2019, all 5th-grade students were tested using MAP and an acceleration test. This combination of scores determined whether students would be invited to take Math 6/7. We found several issues with the system, including elevated socio-emotional responses, racial inequities, and questionable reliability of the placement procedures. We also found that Math 6/7 did not increase student growth relative to non-accelerated courses. Since 2020, District 65 has followed a “gate opening” process instead of a “gatekeeping” process. This means that any student who wishes to accelerate may do so. While we began by increasing the rigor within the courses, as well as expanding access to individualized learning choices, we also added new opportunities to take Geometry before high school. Options for acceleration are now open to all students, provided that they are meeting the expectations of the grade. This is the major difference between our current system and the prior system.  By the time students reach freshman year at ETHS, there is no structural difference between our current acceleration system and the old one. Our most accelerated students take Adv Algebra 2 Honors as freshmen, just as they did prior to 2020. But students now have more options on how to get there, and families can make their own decisions rather than “being placed” by the district’s test scores. 

The process for consideration of grade skipping seems different than last year. Is it?

Yes. Under board policy, the entire system of acceleration is reviewed once annually by the district. As a result, you may notice changes each year in how acceleration, including grade skipping, is handled in the district. Each year, our goals are to increase clarity and efficiency while maintaining access to rigor.

Will the acceleration system change going forward? What if I have ideas to improve it?

We are continuously working to improve the quality of our math programming, including students’ access to accelerated learning. We rely heavily on the feedback of all those impacted, particularly students and their families. If you would like to play an advisory role, including potentially joining our family advisory committee, please contact David Wartowski at wartowskid@district65.net.

Are there socio-emotional implications to grade skipping?

Most certainly, although the implications vary from child to child. Some students thrive from an environment where they are with older students. Others may experience emotional issues including anxiety, loneliness, and/or acting out.  Taking these emotional implications into consideration is an important part of a family’s consideration and an important part of the district’s consideration for grade skipping.

Are there logistical implications to grade skipping?

Not always, but often. This depends on the schedule at the school, which invariably must meet many different competing demands. It is strongly recommended that you speak directly with your principal before applying for grade skipping in order to understand the possible implications ahead of time. This level of proactive conversation can lead to a strong collaborative choice on the best strategy for acceleration for your child. On the D65 Acceleration webpage, see the section on “Implications of Single-Subject Grade Skipping."