The decade-long policy resulted in lower math scores and failed to fix the racial gap in advanced math classes
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San Francisco public schools are reversing a controversial equity policy that eliminated algebra for middle schoolers, after a decade of implementation.
The San Francisco school board made the decision on Tuesday to reintroduce eighth-grade algebra, starting with pilot programs next year. According to a board presentation, the ban on algebra has led to a decline in math scores among students and has not addressed the racial disparity in advanced math classes. The board reported that overall eighth-grade math proficiency in the district has fallen from 51 percent to 40 percent, with proficiency among black students dropping from 11 percent to 4 percent.
In 2014, San Francisco eliminated eighth-grade algebra for all students, causing outrage among parents and students. This decision was particularly concerning because students who did not take algebra in middle school faced difficulties in advancing to calculus, which is often a requirement for admission to prestigious math and science programs. The district’s reversal comes at a time when many districts across the country are eliminating honors classes in the name of “equity.” Similar actions have been taken in districts in Michigan, Silicon Valley, Los Angeles, Seattle, New Jersey, and other locations, where honors courses in subjects like English, math, and chemistry have been abolished to promote greater equity.
Implementing algebra in all middle and K-8 schools in San Francisco will take three years. Select schools will test three different approaches: making algebra mandatory for all eighth graders, offering it only to those who are ready and interested, or providing it as a supplementary math class for anyone who wishes to take it. Students at non-pilot schools who want to take algebra will have to enroll virtually or take it as a summer class before entering ninth grade.
Neither the school board president nor representatives for the school board have responded to requests for comment.
The decision by the San Francisco school board to reinstate algebra represents a significant shift from just a few years ago when advocates praised the district’s ban as a model for all six million public school students in California. The architects of California’s K-12 math framework initially discouraged eighth-grade algebra, using San Francisco as an example. However, the state has since changed its stance and removed much of the language discouraging advanced math classes in middle school from its final math framework passed last year.
Early supporters of San Francisco’s algebra ban included Stanford professor Jo Boaler, a key contributor to California’s framework. Education Weekcredited Boaler’s work as “heavily” influencing the district’s policy. However, data cited by Boaler in support of the ban were later debunked. Boaler has also highlighted San Francisco’s policy in her research and on social media.
When asked about her stance on San Francisco’s reversal, Boaler stated to the Washington Free Beacon that she has always believed “students should be able to advance to content for which they are ready.”
“When ‘advancement’ leads to thoughtless decision-making about course options, many students are unfairly excluded from high-level pathways at a young age,” she said. Boaler added that the San Francisco school district appears to be taking a thoughtful approach to ensure this does not happen and that students can continue to have opportunities to progress to more advanced content.
Has the prohibition on algebra effectively addressed the racial disparity in advanced math classes?
Sed the elimination of eighth-grade algebra as a step towards achieving equity in education. However, the latest data and analysis have shown that this policy has led to negative consequences for students, especially in terms of math proficiency and the racial gap in advanced math classes.
According to the board presentation, the prohibition on algebra has resulted in a decline in math scores among students in San Francisco, and it has not effectively addressed the racial disparity in advanced math classes. The overall eighth-grade math proficiency in the district has fallen from 51 percent to 40 percent, with black students experiencing a significant drop from 11 percent to 4 percent.
The decision to eliminate eighth-grade algebra in 2014 sparked outrage among parents and students. This move was particularly concerning because it limited opportunities for students to advance to calculus, which is often a requirement for admission to prestigious math and science programs. Furthermore, this decision contradicted the notion of equity in education, as it created barriers for students who aspired to pursue STEM fields.
The reversal of this policy by the San Francisco school board is timely, as other districts across the country are also reconsidering the elimination of honors classes in the name of equity. Similar actions have been taken in Michigan, Silicon Valley, Los Angeles, Seattle, New Jersey, and other locations, where honors courses in various subjects have been abolished to promote greater fairness in education. However, the impact of such decisions is now being critically reassessed, and the importance of maintaining rigorous academic opportunities for all students is being recognized.
The implementation of algebra in all middle and K-8 schools in San Francisco will be a gradual process, spanning three years. Select schools will test three different approaches: making algebra mandatory for all eighth graders, offering it only to those who are ready and interested, or providing it as a supplementary math class for anyone wishing to take it. Additionally, students at non-pilot schools who wish to take algebra will have to enroll virtually or complete it as a summer class before entering ninth grade.
It is worth noting that neither the school board president nor representatives have responded to requests for comment regarding this policy reversal. However, the decision itself indicates a significant shift in the understanding of equity in education. While it is crucial to strive for equality and fairness, it is equally important to recognize the value of offering rigorous academic opportunities and ensuring that all students have access to them.
In conclusion, the reversal of the decade-long policy eliminating eighth-grade algebra in San Francisco public schools reflects a growing recognition of the detrimental effects of this approach. The decline in math scores and the failure to address the racial gap in advanced math classes have prompted the reconsideration of this policy. This decision also aligns with a broader reassessment of similar measures taken in other districts across the country. Moving forward, it is essential to strike a balance between equity and academic excellence, ensuring that all students have equal access to rigorous educational opportunities.
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