The Great Number of Pi Iris Taylor

Photo of two children working on math at a desk. Headline reads “The Great Number of PI.” π ≈ 3.1415926535” By: Dr. Iris Taylor bottom center, Parents for Public School of San Francisco logo and 20th Anniversary Seal upper center. 

As the topic of mathematics courses is debated in San Francisco’s news media, homes, and boardrooms, extreme voices dominate and the needs of students is lost. The SFUSD’s move to shift Algebra 1 to ninth grade system-wide was made with good intentions. Too many students are pushed into Algebra without a solid foundation or sufficient understanding of math concepts that precede it and that are critical to success in the course. Students may squeak by, but those gaps in knowledge, skill, and understanding eventually rear their ugly head when students are struggling, or even worse, failing more advanced math courses. Equally disturbing is the fact that participation in Algebra 1 and more advanced math courses is disproportionately skewed towards students who are White and/or Asian. This inequity has long-term consequences as Black and Brown students are disadvantaged and fall further behind in their ability to compete for college-entry, acceptance into math and science-focused majors, and ultimately access to resulting lucrative job opportunities. Most damaging are the perceptions students develop that they are just “not math people” or that they are not smart because they struggle with math when the real problem lies in an educational system that has failed them.  

SFUSD’s solution to this pervasive problem was to shift teaching Algebra 1 from 8th to 9th grade.  Yet, this move also serves to systemically prevent students who are ready for Algebra 1 in 8th grade that opportunity to learn.  

One size does not fit all. Never has, never will.  

The root cause of these inequities can be found in the ways that our society perceives math competency as something you either have or you don’t as if there is a gene that determines proficiency in mathematics. This, compounded with the lack of effectiveness in preparing teachers to teach mathematics at every segment, but especially at the elementary school level, helps to explain the current issue in SFUSD, across California, and nation-wide.  

At Parents for Public Schools of San Francisco, our focus is, and will remain, on sharing through-line solutions taking into consideration the lived-experiences of our team of experts in the educational sector.  

To change these outcomes and decrease the opportunity gaps in mathematics, school systems like SFUSD must invest heavily in high-quality professional learning and coaching for teachers and leaders focused on changing how math is taught, especially in the early grades. Teachers can be incentivized to change their practice and must be recognized when they do.  Similarly, teacher preparation programs need to revamp their programs to ensure that teachers leaving their programs are well equipped to teach math.  All students need access to quality math instruction with enriching experiences where they apply mathematical concepts to real world situations and gain a deep understanding of how math works.  

SFUSD must also monitor student performance in mathematics from the earliest grades to ensure early intervening when students are not being successful. They must do so through formative assessments and a strong formative assessment plan with parent and community guidance. Only then can they ensure adequate services and support to students, especially those that are historically least well served 

“Every system is perfectly designed to get the results it gets.” Changing the design of the system through actions like the ones suggested here can change the results to one where ALL students achieve in mathematics.