>it was how slow classes had to go to accommodate all the students that I didn't care for. This is a huge problem across all classes, not just math. It's not a

>it was how slow classes had to go to accommodate all the students that I didn't care for. This is a huge problem across all classes, not just math. It's not as bad if the lowest portion of the bell curve is shuffled off to remedial learning classes, but really you need 3 tracks or more to keep the highest performing students challenged enough.