Several years ago, California schools changed their middle school curriculum to a single option for math at each grade. This approach was founded on research which suggested providing all students with the same foundational instruction and eliminating early math placement would help narrow achievement gaps and achieve greater equity.
Now, after years of this experiment, it has been shown that this had the opposite effect and has led to knowledge gaps and reduced overall participation in higher-level math.
Many of our neighboring districts have reversed course and adopted a varied approach to middle school math. Santa Clara Unified, Fremont Unified and San Jose Unified—and nearly every district up the Peninsula and through the East Bay—offer math pathways with options for students to progress through math in a continuous sequence. Advanced options are available in these districts at nearly every grade, including Algebra I and beyond by 8th grade, all while ensuring that every student is adequately supported.
In San Francisco, where much of the research around removing early math placement was conducted, a strong parental backlash resulted in a ballot measure (supported by more than 80% of voters) demanding the return of Algebra I in middle schools.
Meanwhile, Morgan Hill Unified School District remains steadfast in not providing any acceleration in math through middle school; instead, the only option for math compaction available to our students is to skip Integrated Math I when they enter high school. This is a lost opportunity for our children as offering acceleration is a more equitable solution than “skipping” a class, as it allows progress at an accelerated pace while reducing the risk of knowledge gaps.
Currently, the message from MHUSD is that they are waiting for an approved curriculum that aligns with the updated math framework from the state. However, this falls short as our neighboring districts have found solutions and rolled out updated math curriculums.
In the meantime, the message parents have continually received from administrators, teachers and middle school principals that our children will be challenged once they reach high school, is woefully inadequate.
It is time for MHUSD to reconsider its approach. I urge our school board to adopt an updated math curriculum in middle school immediately—one that offers a continuous, integrated and supportive pathway for all students.
Our children deserve an education that fully challenges and prepares them for the future.
Laura Fleischhauer
Morgan Hill
