Math Acceleration Criteria

All students who will be entering grades 3-8 are evaluated for potential acceleration in mathematics instruction.  This happens annually, based upon the timeline and criteria listed below.  Families of students who are newly eligible for acceleration are notified prior to the end of the current school year. 

Single acceleration is defined as receiving math instruction one grade level higher than the student’s current grade (i.e., a 4th grade student receiving 5th grade math instruction).  Double acceleration is defined as receiving math instruction two grade levels higher than the student’s current grade (i.e., a 4th grade student receiving 6th grade math instruction). Double acceleration does have a future impact on available math courses when the student reaches high school; for this reason, families of all students who are candidates for double acceleration first consult with the Assistant Superintendent of Curriculum and Instruction (or a designee from the administrative team.)

Acceleration in the elementary buildings happens during a common mathematics instruction block.  At the middle school level, there are several different middle school math courses that identify students’ various instructional pathways. 

Acceleration criteria is listed below, by grade level reviewed. Please click the grade level heading below to see detailed criteria. The teacher rating scale is a series of questions asking the current math teacher the frequency at which the student demonstrates mathematical practices and habits of mind. See the "Math acceleration teacer rating scale" section below for more information. Students who are asked to take an additional assessment to determine eligibility will take these at a time identified by their homeroom teacher (during school) - the assessment length is 45 minutes.

Information for anyone who wishes to inquire about acceleration in math prior to third grade can be found below.  Any additional questions can be directed to the Curriculum Department. 

Additional Considerations for all acceleration scenarios

  • Initial acceleration (single or double) includes the approval of the building administrator and formal acceptance of placement by the student’s family. 
  • Newly accelerated students are asked to engage in math practice over the summer to fully prepare them for acceleration. 
  • All placement decisions will be reviewed prior to the end of Trimester 1 in the following year to ensure appropriate placement for all students. If there are any concerns about newly accelerated students’ placement, a conference will be initiated with the student’s teacher, family and an administrator.
  • Students new to the district will be evaluated based on previous grade level of math completed. Unless there is evidence of completion of accelerated math in a previous school district, new students will not be considered for first-time acceleration prior to the end of Trimester 1, in order to include teacher observation of mathematical practices and habits of mind.
  • Mid-year acceleration considerations will be extremely rare, and are approved by the Assistant Superintendent of Curriculum.
  • A student who has one data point that is a clear outlier may be considered for acceleration with administrative approval.
  • Acceleration criteria and procedures will be reviewed annually and are subject to revision.
  • A District 58 student cannot be accelerated past Math 1, as they need to complete that course for high school proficiency credit.