California’s New Math Framework aims for equitable outcomes among students by teaching toward social justice.

New guidelines abandon student performance tracking and aim to eliminate differences in ‘school experiences’

California’s new equity-focused math curriculum guidelines are shaking up the way math is taught in the state. These guidelines have a bold vision to narrow the gap between gifted and non-gifted learners, especially considering that only a third of the state’s students are proficient in math.

The State Board of Education in California recently approved its “2023 Mathematics Framework for California Public Schools.” This framework takes a departure from traditional computational fluency and instead focuses on “teaching around big ideas” through student-led inquiry. It also emphasizes approaching math concepts visually and through words, while abandoning student tracking practices that limit access to advanced instruction. The goal is to create more equitable experiences for all students and foster success in mathematics.

These changes come at a critical time when California students are struggling. According to data from the National Assessment of Educational Progress, only a third of the state’s students and 23 percent of its eighth graders are proficient in math. Despite this, California is boldly moving away from a traditional framework that has shown growth in student math achievement, particularly among minorities and low-income students.

However, there are critics of these new guidelines. William Evers, a senior fellow at the Independent Institute, believes that California educators’ focus on race is detrimental to students. He argues that educators should prioritize individual student success through hard work and talent, rather than holding back accelerated learners from advanced instruction.

In addition to abandoning student performance tracking, California’s new math guidelines also reject the traditional pathway of preparing students for Algebra I by eighth grade. The guidelines claim that this pathway undermines student success. Instead, the guidelines recommend that most students wait until ninth grade to take Algebra I, which may limit their ability to reach Calculus before graduating high school. This could pose challenges for high-achieving students who aspire to attend more selective colleges or universities.

Between 1999 and 2013, when 67 percent of California students took Algebra I in eighth grade, black and Latino students saw significant increases in success rates, according to research from Evers and Ze’ev Wurman. Low-income students also experienced doubled achievement. These improvements were attributed to high expectations, quality teaching methods, and curriculum materials.

Despite claims from the California Department of Education that the new framework does not limit Algebra I to ninth grade, the framework’s diagram omits algebra as an option for eighth-grade course pathways. This raises concerns about the department’s intentions.

Furthermore, the new math curriculum guidelines in California promote data science courses over the more rigorous Algebra II in high school. However, many California university professors argue that this approach may not adequately prepare students for college.

Alongside these changes, California’s math framework also emphasizes “teaching towards social justice.” It highlights the role of mathematics in power structures and privileges within society. The guidelines argue that educators committed to social justice work should equip students with the tools and mindset to identify and combat inequities using mathematics.

Evers believes that parents and taxpayers want math to be taught sensibly, acknowledging the scientific reality that children need to learn math facts and standard algorithms. With California’s massive student population, these new guidelines could influence practices across the country.