The Great Number of Pi
The Great Number of PI
Districts across the nation are struggling with what to do about their lackluster math achievement and SFUSD is no exception. The district recently revised its mathematics policy to offer Algebra 1 in grade 8. This is a major shift for the district, which decided in 2014 to delay teaching Algebra 1 for all students until grade 9. The initial decision to delay Algebra 1 until 9th grade was made to: a) increase preparedness for Algebra 1, and b) eliminate harmful ability tracking practices in earlier grades which disproportionately disadvantage black and brown students, English learners, foster youth, socio-economically disadvantaged and/or are unhoused students. The STEM dashboard allows California education stakeholders to analyze the effectiveness of STEM programs and curricula, uncover bright spots and best practices, and identify and address challenges. The system of data and STEM dashboard also connect data points from education programs to labor market demand.
Although the data presented is from a 2018 state certification, it is still relevant today when comparing how SFUSD has fallen against their peers. Check out this fascinating data visualization depicting Access to Algebra by ethnicity for the Class of 2018 statewide! Cal-Pass plus is an initiative that provides student data ranging from pre-K through high school.
Unfortunately, the district did not see sufficient evidence that progress towards these goals was being made under the old math policy. At the February 13th Board meeting, representatives from the African American Achievement and Leadership Initiative, illustrated this when they shared achievement data and how African American students continue to under-perform in mathematics (and other subject areas) in comparison to their grade level peers despite targeted efforts and initiatives.
The first step has been taken (Board Approval of the change), but the district continues to grapple with how to implement the policy change. The district is planning to conduct three different math pilots at select schools and study the impact to determine the best option to implement system wide.
The three options are:
Algebra I for All in 8th Grade (all 8th grade students are enrolled in an Algebra 1 course)
Readiness and Interest (Select students are enrolled in a Math 8/Algebra 1 compression course based an assessment of readiness)
Additional Math Period (Select students are enrolled in Math 8 and Algebra 1 at the same time)
As a parent, some questions that the pilot raises are:
How will schools be selected equitably?
How will the district ensure that the students participating in the pilot reflect the diversity of the district and not just those students who meet the placement criteria?
How will students and parents be engaged in the decision?
We applaud the district for allowing students to self-select into the course but also recognize that this is insufficient. School counselors and other caring adults will need to encourage and coach students who, because of previous experiences, may not believe they belong in an Algebra 1 class to participate. We also see promise in the “opt-out” approach where students who meet the criteria are automatically enrolled and must opt-out if they choose. This allows space for supportive conversations to occur with students and parents, guardians, and caregivers.
SFUSD plans to evaluate the pilots to determine the system-wide path forward. In doing so, it will be critical for student and parent voices to be front and center in the evaluation.
Moreover, the math issues the district seeks to address do not begin in 8th grade. The district must place greater energy into intervening early and focus on math instruction and achievement in grades preK-7 as well. We know that addressing learning challenges is more effective and easier in the early grades than it is at the secondary level.
In this endeavor, parents must be viewed and treated as partners. Parents can play a pivotal role in supporting their children and increasing their achievement when there is intentional, high-quality, culturally relevant, authentic, and responsive engagement and partnership.