I’m curious how does it track with class sizes and tracks (remedial, regular, honors, “gifted”).

The level is so low in my local elementary school that the single track math class is still doing addition within 20 for first grade.

The funny thing is that the state standard actually measure 2 and 3 digit addition for K and 1st graders, and proficiency at that level would be p75 for a 1st grader. So why is the actual class teaching level at p<50?

> tracks (remedial, regular, honors, “gifted”)

The decrease is consistent across performance levels which should be a pretty decent proxy for tracks.