Saturday, July 14, 2018

The GAT Calculator

In the last article, I produced a list of common approaches parents take when the parent owns the education. This article formalizes the different approaches into a simple* survey that will show you where you sit on the GAT spectrum. The end result is your child's GAT percentile which you can consider the parent GAT percentile as well since these are nearly synomomous. That's why I alwasy refer to 'we' when we're taking a test or doing At Home Schooling. Standardized tests and the NNAT and WISC require a different survey. (* This isn't simple. The calculation for some activities varies by age.)

If you review the last article, you'll see that there are different ways to get there. Some ways take longer than others.

Fill out the table and see how much work you have to do with each child. Scores appear at the bottom.

If your score is very high and your test scores are low, the raw material is there but it's time to start focusing on test prep.

We had a great year that is somewhere above 3000, but lately it's been all camp and resting. Our current activities are bordering average, with the exception of theater. Today one of my sons was given two options - math or vacuuming, and the house is now very clean. I think he's taking off the summer after his make or break testing year.

Topic Max Enter Value Age Impact Score
Total Score
GAT Percentile

A Child's Education

Parents have a variety of approaches to education and these approaches will produce a variety of different children. Almost all of my readers fit into one of these categories or are trying to. Survey these approaches and rank yourself on each from 1 to 10. In the next article, I'm going to deliver the approach we all need to get to.

Outsourcers

Most parents think that education is the responsibility of the school and get upset when asked to push the wagon. When I say 'get upset', I mean 'express dismay during a parent teacher conference' when the teacher asks for help at home. Over 77% of parents fall into this category. The best outcome is average.

Sports

The next group of parents is the sports parents. One of my first articles logically stepped through an analysis of sports activities for young children. I observed this group extensively, the whole time wondering if my no sports policy between 3 and 7 was a bad idea. You become better at what you spend time on. I'm now seeing this group moving on to high school and college. I was right. 12 hours a week of T ball at age 5 doesn't produce college ready kids at 18. I love these kids and admire their parents. I would vote for them for political office. They make the world a better place. I wouldn't trust them with my health or finances.

After School Math Programs

The next level up the pyramid is the Kumon crowd. Many of my readers fall into this category. As the inventor of Anit-Kumon, I consider this group my primary competition in the Pedagogy Space. Like the sports group, it's a group of involved parents and really great kids. Unlike the sports group, these kids are college ready. At age 8. This group is split evenly between parents who do after school math programs because they work and are exhausted, and parents who after school math programs because they don't know any better. The tiger parents in this group will push their kids toward medicine, finance or law; end goal is Princeton. Somewhere between 6th and 12th grade the differences between Kumon and anti-Kumon are going to be obvious.

Activities

As we climb up the pyramid, next is the activities group. You can think of this group as Tools of the Mind, Executive Skills, and grit. Their kids take theater, art, and music. I've followed families that do this naturally, like art-theater-music-projects oozing out of their house on a daily basis with no effort. Observing these families is like walking into a musical. You never know when a song is going to break out. Their kids seem to do nothing and then just end up at the top. Recently I cornered a mom and high school sophomore in this category at a party and grilled them. The poor girl got as far as recounting the first few months of sophomore year and she already trounced the Stanford application process. When you go to a garage sale and see toys or games in the 7-9 range, it means the kids are 10-12. There are rarely Halloween costumes there, but they probably made them from scratch. Announce that you are not leaving the lawn until the parent goes back inside and produces some used costumes for sale. They will probably produce baby violins or guitars if you just ask. Once parent told me to walk by their dumpster that evening and I'll find a guitar on it.

Readers

Readers comprise the next group. These kids read 6 hours a day. The parents all say 'She just taught herself how to read'. They are lying. When you walk into the reader house, there are nothing but books and the parents read the same stack of board books over and over and over and over again on demand. Some parents have 4,000 books in their house. One parent has 4,000 books at 300,000 legos in the living room. Plus a couch and a chair crammed in. How do you compete with that? You don't. You get Exploding Kittens or Dungeons and Dragons, not to mention the Halloween costume box, and their kids invade your house like a Zombie Reader apocalypse. I used to open my front door and yell 'Norwood Play Date' and they would stumble out of their reading caves with arms outstretched because they are totally uncoordinated. They bruise easily, but the extra vocabulary exposure is worth the cost of an extra first aid kit for play dates.

I consider this group my personal Nemeses. I think I put the most time into closing this gap.

The downside of being in this group is that your kids generally stink at math and have a hard time passing the COGAT. These kids tend to get their revenge in high school and show no weaknesses in advanced math. But the benefits show up someday, not now.

The PhD Crowd

I don't know what to say about the joint PhD parents and their kids. I'm proud of our extra work in science and I think I can produce a grade school child with rudimentary high school science skills. Then I talk to a kid from the PhD family and its obvious that he's already thinking at the graduate physics level. If there is such a thing as a skill that consists of being friends with kids from PhD families, we're cultivating it. Someone has to take their ideas to market.

Putting it Altogether

To be on the safe side, a child needs everything. A little sports - very little, a bit of Kumon worked into Anit-Kumon, hopefully the Kumon part is outsourced to school, as much music-theater-art-projects as we can cram into our schedule, and a social engineering program that puts my kids squarely into the nerd groups. I have a stack of used instruments that we bought at garage sales and a piano, an enormous box of Halloween costumes that I've accumulated by the dozens each October, 4 box cutters, 7 types of glue, a dozen roles of painting and duct tape, and every appliance or furniture box, and an entire closet full of feathers, googly eyes, and anything else I can find at Michaels.

Back at age 3, when I was contemplating walking or driving to a soccer camp that a dad put together for 3 year olds, I was also contemplating what type of an education I wanted my child to receive. Age 3 is a good time to prepare for age 4. I tried lots of education at age 3, and none of it worked. We also tried the soccer camp. I spent my time interviewing parents with older kids until my socially awkward skills became annoying. Then I just stood their in the corner finalizing my education goals. I want a child who discovers an advanced book on some arcane math or science topic, reads it on his own, and then explains it to me.

In my next article, I'm going to provide the WHAM.

Sunday, June 24, 2018

Teaching Styles and Learning Styles

On my other website, I'm working on a piece on grit. There is no formula for grit yet, except for the one I use, so that's what the article is about. The other site is published only once a month, which gives me a few weeks to get every book and research paper on the topic to determine whether or not I'm right.

Almost all of the research investigates grit for high end private schools for over-privileged children of high strung parents, kids in the bottom quartile, and rats. However, there is some really cool work out there.

Alfie Kohn demonstrates in The Myth of the Spoiled Child that everything that's ever been written about children is completely invalid. For example, 70% of survey respondents report that other parents are overprotective helicopter parents, but 95% of survey respondents report that they are personally not overprotective. In other words, the myth of helicopter parents is a myth. There is a wealth of literature going back 2700 years complaining that today's generation is worse than the previous one, education standards have slipped, and schools are failing. In other words, the good old days of education involved carbon drawings on a cave.

Paul Touch does a very thorough job of cataloging contemporary grit research for older kids in How Children Succeed. He mentions Tools of the Mind for little kids in the context of the bottom quartiles. What happens when you apply Tools of the Mind training to kids who are probably going to end up in a GAT program? I think I'm the only one who tried this. The answer is you get a 9 year old who learns Algebra I from final exams.

I recommend everyone read The Rug Rat Race by Ramey & Ramey and start freaking out about college now. I don't think the conclusions of this paper are solid for the broader population, but it's likely that they apply to the authors' cohort, which includes me and my readers.

On to the topic for today

Lately, readers have been asking about how I teach. What is the approach? What is my teaching style? Fortunately, no one asked about children's learning styles. A child's learning style is an adaptation to whatever teaching style I happen to be experimenting with. They can apply their own preferred learning style when they follow their own pursuits. They're not going to learn how to learn by sticking with their own preferred learning style. That's called not learning.

My preferred teaching style is a range between nothing and spoon feeding.

On the not helping end of the spectrum, I will wait hours while the child flounders over and over again, and over and over again I ask to the child to read the question to me again and explain it. I spend most of my time focusing on this exercise early on because it builds a rare set of skills. With kids who are just starting down the GAT path, kids who are currently at about 50%, we might spend 6 to 12 weeks doing math word problems in this way. It's painful for both coach and child, but it's the fastest way to produce results. It might appear that the child is learning nothing.

The next step is to help the child by presenting other problems, easier problems, one-step problems, but problems that capture the topic being learned. For example, suppose we're struggling with 1/2 * 20 with a child who doesn't know either multiplication or fractions. We'll start with 'half of one' and 'half of two' and just work our way up to the problem. In this category of teaching, I also like to approach problems by asking 'You do anything you can think of and then we'll find out what the question is asking', especially with all things geometry.

I may present the problem in 19 different ways. You never know which one will stick. I had to do that a lot with counting, with addition, with anything in Shape Size Color Count. I may take a break, and then that night try yet another approach with beans on the dinner plate, or with the stuffed animals.

When we did Every Day Math Grade 2, at the wholly inappropriate age of 5, without bothering to do 1st grade math, we would get to a topic and put progress on hold for a week while we did some 1st grade math worksheets to cover a topic more thoroughly until we come back to the 2nd grade presentation.

On the reading and vocabulary front, I like to throw a whole bunch of content at once to the hapless student, and then spend the next 3 weeks sorting it out. Usually with reading and with vocab, I'm more than happy to provide answers, but the content is about 1000% of what is needed to answer the question, and the child is now on the hook for anything I just mentioned. What does 'tube' mean? The Word Board might get whacked with a dozen plumbing terms and we might spend two days on wiki.

If I know that the child is going to see the material again (and again and again) later in the book, and if the child is having a bad day, I'll not only tell the child how to do it, I'll do it myself. On numerous occasions, I do have done entire worksheets. Sometimes, I explain the whole topic, as in here's how a fraction works. Sometimes, I don't. I'm not going to run out of challenging topics for the child to figure out solo.

What I never do
Unless we are backtracking, or tackling a new vocab unit, I never do more than a handful of problems. Never more than 5 in math or test prep. My favorite number is one. If the child is working on one big problem, you've got problem solving, cognitive skills, executive skills, grit, and learning all taking place at once. Unfortunately, it's hard to keep a child at that level, but I've managed to find hard but not undoable material with 4 or 5 problems that will exhaust the child' brain in 15 to 25 minutes.

The two tests we need to tackle are the COGAT and MAP. Neither of these have a time limit. The worst thing you can do is teach the child how to do 20 problems in one sitting; an exercise like this is strengthening the wrong skill set - the go fast and ignore minor details and subtleties. This is no way to teach a thinker how to learn. If a child routinely tackles 3 or 5 problems at a time, they'll have no problem getting the more mundane parts of school work done, but on any decent test or school assignment, there's that one piece that differentiates thinkers. A child speeding along will miss it.

Putting it all together

Once we get past the first 6 weeks of crying, and there is usually crying when the child figures out that parenty is not going to do the work for them, then you can put it all together. Start with today's 5 problems. Let the kid do them. Then do them again together. On problems with a correct answer, ask the child to prove it, and with problems that have an incorrect answer, pick one, or more, or all of the above approaches.

Thursday, June 21, 2018

Math Grit

Yesterday, I stopped by my neighbor's house. The neighbors have 4 boys. The day I showed up to unlock the building and begin moving many years ago, a neighbor showed up to introduce herself and the rest of the block. She pointed to each house and named them. When she pointed to the house with 4 boys, she said 'They have 4 boys', so I walked into that house and offered the 12 year old $100 if he would help me move. Twelve hours later he limped home to die.

The boys are all out of college. The 2nd oldest returned to his parents home to get ready for graduate school. We chatted. He announced that he intends to teach high school math.

After a brief moment of silence, I explained what's wrong with education and how I had to create my own pedagogy to fix it.

All of the top performers have one skill set that sets them above their peers. I'll call it Math Grit.

  • They are not put off by complicated unsolvable problems.
  • They spend more time reading the question than trying to solve it.
  • They chug along event after 5 wrong answers in a row.
  • Since they get the answer wrong so often they always check.

There is very little in school curriculum before high school that requires these skills. By then it's too late for most kids.

The only way to teach this skill set is to work on hard material that takes a long time and has a high error rate. I'm a fan of 1 problem a day that requires going to wiki or Khan to find out what a rational number is or how to do square roots, or if your kids are older, what a coefficient of correlation is. In the mistakes and confusion, a host of really powerful cognitive skills are born. I have a running list of these subskills and they are quiet amazing to see in practice. With test prep math we have fun arguing about what the sentence mean and whose answer is correct based on each person's twisted version of the question.

If you train your child to do math one baby step at a time, like Kumon or another after school program, I don't see how your child will get this skill set.
Lately I've been laying out a program for fourth through 7th grade. The early years provide the foundation.

  • Pre-K - all phonics and shapes, or as I think of it, pre-cognitive skills test prep
  • K & 1 - cognitive skills
  • Throw in 6 months of a math book that's current + 2
  • 2nd and 3rd grade - Test Prep Math
  • 4th grade - snippets of algebra, geometry and trig
  • After 4th grade we're going to thoroughly do Algebra 1. I needed to start another blog to do this.

Both of these books have a figure matrices section that goes a little overboard. I was frustrated that COGAT test prep books for older kids present material at about the K or 1st grade level. I've never seen rigorous quantitative training at the 99% level, so I created it. There's too much at stake to shoot for 95%. Cognitive skills are the foundation of learning. The COGAT measures these skills, and school districts choose children for GAT programs based on the COGAT. Therefore, it logically follows that children who are prepared for the COGAT, aka have the skills that the test measures, will do well in all subjects, including math.

Next Steps

My 4th grade curriculum starts with basic alegbraic manipulation, e.g. solving 5(x + 2) = -7(36 - x). According to my 2 foot high stack of algebra books, this is only part of the deal, but it got us beyond the MAP test and opened doors in geometry and trig. By the way, algebra books stink. They all teach the steps to solve each problem instead of teaching problem solving.

You can't just hand your child one of the new York Regency exams and expect a solution for 'Find the correlation coefficient for the best linear fit...' if your child doesn't know what 'correlation coefficient' or 'linear fit' mean. Unless your child spent 2nd and 3rd grade preparing for this. Yesterday, my Test Prep Math graduate explained how he got 80% of the questions right even though he didn't know what most of it meant.

Saturday, June 9, 2018

Vocabulary Rich, Math Rich

As I mentioned in the last article, vocabulary has a big impact on test scores and math. It appears to be the single biggest factor. Vocabulary is a thread that runs through all the sections of the COGAT including figure and quantitative programs. In the over the top GAT preparation program, vocabulary is front and center.

I know quite a few little GAT machines who a) have parents who don't speak English and b) are vocabulary powerhouses. How did they get there? The answer is simple. They read a lot. Plus both of their parents have multiple graduate degrees from the Ukraine or Indian Institute of Technology Bombay. They also do a lot of test prep. But they read a lot.

Vocabulary occupies most of our time starting at age 3.9. It is one of our core courses at home, the other two being math and cognitive skills building. Once we passed the GAT hurdle, cognitive skills building became cognitively taxing math, we stopped doing normal math, and vocabulary continued until about 2nd grade, at which time the little brains are capable of vacuuming words like the vacuum at the NASA Glenn Research Center..

The process of mastering the conceptual use of vocabulary happens simply as a derivative of learning a lot of words. Tests measure conceptual mastery. Kids pick up the individual words. Something happens in between and I am aware of only two exercises that can help.

I have always put a lot of words out there. I invented the Word Board originally as a reminder for me to use the words that we were learning; the Word Board went on the refrigerator because it's a high traffic area. The fact that it turned out to be such a powerful skills development tool wasn't as important as my attempt to be a more responsible GAT parent. Once my kids got a hang of 10 or 20 weekly vocab words, I started adding synonyms to maintain the correct level of challenge (which happens to be a 50% error rate). At the same time, we started math in Pre-K by plowing through math vocabulary through 2nd grade, with the exception of any concept we would cover later, like multiplication.

The first exercise is 'prove' it. If at the Word Board, my child said that 'shaded' means a 'a darker color', but he said this because it's the exact same thing I said the day before, then I'm not convinced he knows what it means, and I want examples, synonyms, opposites and why anyone would shade anything. I would randomly demand 'prove it' like a Word Board despot if a GAT test were approaching.

The other exercise is to buy an analogies book or do the analogies sections from Building Thinking Skills or similar test prep material. If your child is 6 or 7 or older and struggling with a verbal score, an analogies book is a good place to start. There are no challenging versions of this material on the market. It's at the 50% level. But one or two analogies books are a good start and describe the basic elements of the word matrix and which one doesn't belong questions you'll find on the GAT test. It is up to you as a parent to provide the other 1,000 words your child might need.

A Note on Math

Both kids promised to try this year on the MAP test, and both math scores don't appear on the 2015 RIT charts. It's a good start, but I think we can do better. We maintained about 45 minutes of week of math practice going into the test, about 15 minutes a day 3 days a week. We take specific subjects or unusual problems and have a quick discussion, followed by problem solving or possibly arguing. Since Every Day Math grade 2 in Kindergarten, we haven't really studied math. It was more of an exercise in dealing with something new. Once we covered logs because I happened to see it on the web one day. I love logs. It's backwards thinking and extra work, like square roots and Roman numerals. The level of discourse is on par with a graduate level lecture, and I don't hold back on the terminology, syntax, or sentence length.

When we did Pre-K phonics and Shape Size Color Count, it was all about how hard the kids had to think to get the latest in a stream of age-inappropriate concepts. That's what we practiced, and that's the skill they picked up. I had no idea that there would be a huge payoff down the road.

Saturday, June 2, 2018

The Big Deal

I need some catching eye candy for today's article.  Something like 'What every lazy GAT parent who want their child to excel at a top school avoiding the work it takes to get there needs to know'.

As mentioned previously, I'm trolling for useful research articles on this topic.  When I say 'avoiding the work' I really mean 'working a lot and changing how you do things', but for the child it's mainly chores and a few well spent minutes each day.  Like 15.  Or 25.

I was shocked and surprised to see an article entitled Want to Help our child succeed in school?  Add language to the math, reading mix last week.  The first time I read this article, I dismissed it because this information has been known since 1911 and I based 2 of my books on it, Pre-K Phonics Conceptual Vocabulary and Thinking or Pre-K Phonics Vocabulary and Conceptual Thinking - don't remember which, and Shape Size Color Count.  Both books have vocab up to 2nd grade. Vocab is the key.  I've said it about 372 times.  Vocab Workshop starts in K.   How many times have I recommended this as part of the curriculum?

I encourage all of you to read this article.   Let me summarize the findings for you.  Language predicts success in reading and math and social skills.  Language going into K predicts academic progress for the next 6 years.  Not much else does.

Problem solving skills were not part of this study, nor an emphasis on kids at the 90-95 level, but you can't have everything in one study unless you are desperate to get your child into a GAT program. The article also mentioned that children who entered K ahead showed less gains than children who entered behind.  Shame on those parents for dropping the ball.

I'm going to extend these results from my own findings.

  • If you overdo language from age 4 to 6, your child will be really, really far ahead in everything.  If you didn't do this, put up the Word Board for the next 2 years and catch up.
  • If you add problem solving skills to the mix, and you should, you're can get the child to the point where high performance is effortless.  This is my new goal.
I'd like to thank David Lohman for pointing out that vocabulary is 75% of the COGAT, and for making the COGAT a hurdles for GAT programs.  I once wrote put didn't publish an article entitled 'Is David Lohman Evil?'  When I compare my child's recent scores to the MAP test score chart, the scores are not on the chart.  That's what I'm talking about.   Conclusion - David Lohman is not evil, he just is not in charge of making COGAT skills part of education curriculum.

Lately, the other one has been precalculating the minimum needed to get to his selective enrollment high school and quitting once he gets there.  Arrrgggghhh.  It looks like he's there with some room to spare, and he was kind enough to blow away the math portion; we had some gaps in this area and he made an effort at my request.  Then he turned around and sluffed off on the reading which is his strong subject.  More about that in my new blog, competitiveparentmagazine.com.  I bought the url next week and will be launching soon.  These articles are hard to read on a phone.  

I'm really excited about the dynamic between reading and math at age 4 as it grows until about age 10.   I've got about 20 articles on this topic to write.  On the other hand, high school is looming and I have a goal of breezing through a rigorous AP program with a few minutes of homework a night.  That's the official goal, but it belongs in another website.




Saturday, May 19, 2018

100% GAT Guaranteed

There is a 100% guaranteed chance that your child will meet their GAT goals if you just follow the secret formula.

Last week, I surveyed the last few years of education and cognitive psych research.  Most of this is funded by the NIH and NSF and a few new government acronyms.  I did not find a single paper with a research topic that is pertinent to learning, early education, or what it takes to succeed academically.  There were a few papers about how to learn cognitive skills by researchers who obviously have never met a child before.  An actual parent learns more in 10 minutes of trying to teach their child how to read CAT than any 3 papers on learning.

So when I say there's 100% chance your child can become GAT, it's simply due to the depressing situation that the United States is against teaching pre-school kids any useful skills.

If you take any paper title, and add 'because we don't teach our 4 year old's to read' you will have an accurate picture of education in the United States.  I downloaded the papers from research.gov and found things like 'Comparing a practice based curriculum to an experiential curriculum ... because we don't teach our children to read', or 'Evaluating training methods for teachers...because we don't teach our children how to read.'  There quite a few reform minded engineering education papers that should end with  '...because we spend too much time spoon feeding math instead of teaching problem solving skills'.

When is the United States going to wake up and realize that spending $300 million each year trying to figure out how teachers can make up for lack of reading at home is a waste of money?

Jim Trelease, the author of The Read Aloud Handbook and hero to many GAT parents, bemoaned the fact that he went to Washington and was drummed out of town for being an advocate of reading in school.

You know that the secret formula for GAT is simply to start acting like a GAT family, make your child read, learning problem solving skills, do some advanced math on a routine basis, and have completely different attitude about the whole endeavor which you can find in my articles.  Many parents blow it by confusing lots of work with making progress, when in fact the more classes you go to and the more workbooks you do, the less skills your child will end up with.  The irony.

I should probably mention this distinction instead of assume it.  Non-GAT children score really high on tests and get A's in school because they have memorized and practiced their way to a high level of academic achievement.  GAT children score really high on tests and get A's in school because they've learned the skills to figure out things on the spot with no prior work.  Think of GAT children as lazy underperformers who know how to cheat without help.  I don't know any kids in a GAT program who are simply hard workers, but I know a lot of kids trying to get into GAT programs who spend a lot of time sitting in classes and doing worksheets.

This is an important distinction because GAT children, who will invent things and solve unsolved problems need to know where all of the Non-GAT children are so they can hire them to actually do the work.

Speaking of GAT, yesterday I found out that my 7th grader is more prepared for college than 63% of high school juniors and seniors in the US.  If you've been following my articles recently, you know why I know this and also why I'm reluctant to discuss it.   My second thought was 'I need to publish what we did because it was really cool' and my third thought was 'but I can't right now because the little brother wants to go to Stanford'.

My first thought was - Oh my gosh, his reading score is higher than his math score.  That on it's own is the single biggest determiner of success.  I'm really proud.  I think I had tears in my eyes.  We spent a lot of time working on that over the last 2 years and it's really hard.  I wasn't even going to try, but I keep getting emails from someone who is doing EDM Grade 2 with her little one, and it's a constant reminder of why, how, and yeah you can do it.  It always pays off.  Next year we're going to spend 100% of our time on writing - no math at all.

This weekend, we have to fill in some gaps in math, but getting a high score in math is not hard.  We have a permanent advantage here, practically cheating.  Thanks to Test Prep Math in 2nd, 3rd, and a bit of fourth grade, we spent all of our time at this age on thinking skills and zero time on decimals and long division.  There's no question this is behind the reading score as well.  This means that I've got a child with the skills to learn 3 or 4 new maths in about 5 days.  I know we covered this stuff before, but we don't really practice it.  It's more just fun looking at and figuring out confusing things, which is what GAT is all about.

We went through each missed question, and here's how the conversation went:

What is the answer to this question you missed.

It's B.

Why did you mark A?

Because my brain was fried by the half way point.

Ok, that's fair.  Why did you miss this one?

Because I don't know what f(0, 3) means.

I don't either.  (If any readers know what this is, please leave a comment.  I have no idea.  Is it supposed to be a multivariate question?  How is a 7th grader taking the SAT supposed to know that?)

What about this question?

How am I supposed to do that?

We've got 5 days to figure it out.

Most of the questions on the math section we're very tricky in a strictly verbal way, as in spending a lot of time reading the question, even for me, and keeping 3 distinct concepts in working memory and coordinated.  There was very little in the way of advanced math.

Let's back up a little and you can see why I'm not really all that worried about the math section:

  1. Son some how gets into GAT program even though his score is 10 points behind cutoff.  I'm not kidding.  The school was desperate to fill the seat a month after school started.  We were dumb enough to accept.
  2. Parent decides it would be nice if other child could go there to cut down on driving each day.  Plus parent frantic about other son surviving his program which turned out to be accelerated by 2 years.  What a cataclysmic disaster that could have been.
  3. Parent reads papers from author of COGAT, notes that working memory and reading are really important.
  4. Parent reads 5,000 pages of other research on problem solving and determines that heavy doses of confusion also play a role, not to mention core problem solving skills.
  5. Parent notes that all math books are spoon-feeding and devoid of problem solving skills and working memory.
  6. Parent writes 4 math books that are all confusion and problem solving.  More verbal than math.  4th math book is a phonics book.  Now you know.
  7. Parent's totally unprepared 7th grader does well on college entrance exam, well enough to go to college, just not Harvard.
  8. Parent looks at test and answers (they do that nowadays) and finds a 100% correlation between early training and current test.  I've explained in past articles why this is the case - advanced math is not a good predictor of college success, overcoming trickery is.
  9. Parent hides good advice on bottom of blog articles and does no marketing at all on books.
  10. Younger brother who gets all of the benefits of older brother's experiments is going to send his 7th grade test scores to Stanford.
Then I'll go public.

The 7th grader last night asked if he could take AP calculus in high school.  

He meant freshman year.

It broke my heart to tell him 'No, probably not until sophomore or junior year without summer school, but when you take it I don't expect it to be hard.'  He's just too darn slow at math to skip high school trig.