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Math Curriculum Review Focuses On Equitable Pathways To Achievement

A review of math curriculum for Burlington students found 10 recommendations for improving equitable access to the highest level of achievement, focusing on improving access for students whose first language is Spanish and Portuguese, Black and Hispanic learners, and economically disadvantaged students.

Dr. Kateri Thunder, an educator and analyst who has focused on equity in math education – that is, on the experiences of children who are underrepresented in math, worked with the district on the report. She said reaching equity in math education was all about giving teachers the tools to succeed, “how to support their expertise and how to invest in them so that they feel like they can create the chance we know needs to happen to include all learners in math education.”

The math review comes in the context of an October 2023 Equity-Based Needs Assessment and Report from the group Commonwealth Consulting Agency, which included recommendations for examining equity in the areas of school policy, community needs, school administration, school staff, and professional learning. The report focused heavily on equity in math: the expectations in advanced coursework, what happens with multi-tiered systems of support, and culturally relevant pedagogy. 

With those findings in mind, the district began a math curriculum review to maximize the impact of math instruction for every learner and to make sure the policies and procedures for math instruction were relevant for everyone. The review focused on mathematics course pathways, particularly in Grades 6-12, including on whether to offer Algebra I in middle school to reduce barriers to opportunity. 

Thunder relied on quantitative data, observations of all levels of math classes, interviews and focus groups, educational research, and a team of 22 educators from across BPS who met monthly to discuss math curriculum review. 

Thunder worked to come up with a belief statement focused on learning, equity and thriving, which including but not limited to the following statements: 

We believe our math curriculum should: 

  • Prioritize quality over quantity
  • Create rigorous, authentic, meaningful learning experiences
  • Communicate high expectations for all learners so that every learner reaches their highest potential and owns mastery of concepts
  • Provide multiple entry points and pathways to mastery and success
  • Develop lifelong learners and engaged community members who think creatively and critically, and who respect human differences in an increasingly diverse society

Thunder found that BPS was not fulfilling that belief statement for learners with disabilities, Black and Hispanic learners, and learners who are economically disadvantaged. 

“We are fulfilling our Math Curriculum Belief Statement for English Learners whose heritage languages are Hindi, Gujarati or Other, but not for those whose heritage languages are Portuguese or Spanish,” Kateri and Assistant Superintendent Dr. Lisa Chen wrote in their presentation on their findings. “We are partially fulfilling our Math curriculum Believe Statement for learners based on gender, but there are disparities to investigate.” 

“We have room to grow,” Thunder said. 

Thunder said the interactions she observed were positive and respectful, with learners ranging from fully engaged to compliant and no disruptions. But there was room for improvement. 

“Every BPS educator shared concerns about the allocation of time. Educators described too little time to collaborate, teach math, intervene in math, and for learners to move from initial understanding to mastery, as well as too much time assessing,” she wrote. 

Thunder also found that in the high school, there were lower expectations for students in English Language Learner Math, Essentials in Algebra, and College Prep-Level math courses, as well as a lack of grade-level content for ELL Math and Essentials in Algebra. 

“There was higher expectation, really clear teacher-student knowledge around the learning goals and access to content in the honors-level courses.” 

Based on the findings, Thunder came up with 10 recommendations for the district: 

  • Create a K-8 Math coordinator role with plans to expand to a PreK-12 Math Coordinator role in the future
  • Clarify and communicate the roles and responsibilities of the K-8 school-based math specialists and math interventionists
  • Determine ways to provide PreK, middle and high school math teachers and learners with access to math specialists and interventionists
  • Create and sustain math course pathways that ensure access and opportunity to complete Algebra 1 and Geometry through BPS for all learners by the end of 10th grade
  • Define “the highest level of math learning: in BPS and create PreK-12 math course pathways that ensure equitable access and opportunity to the highest level of math learning for all learners through BPS courses
  • Vertically align math teaching and learning from PreK through 12th grade, with special attention to transition points (PreK/K, 5th/6th, 8th/9th)
  • Allocate time within systems and structures to reinvest in collective teacher efficacy and community clarity
  • Reestablish Multi-Tiered System of Support (MTSS) in math using evidence-based practices to inform structures, including time, assessments, content and instructional strategies
  • Communicate with stakeholders
  • Establish a progress monitoring plan to reanalyze the BPS math pathways at targeted milestones. 

Chen assured the community the changes would happen gradually. “These are baby steps. This type of taking a look at our curriculum, it doesn’t happen overnight. I don’t want parents or even teachers to feel nervous that all of a sudden when they wake up everything has changed. It’s done to be very thoughtful.”

“It’s important that we share this work, but there’s also more work to come, so I think this report is going to give us a better direction so we can be more targeted in where we put our efforts,” said Superintendent Dr. Eric Conti. “I think this will be a model of how we do curriculum reviews moving forward.