Independent Alameda News. Support us!

AUSD Board: Changes Coming to High School Math

On Tuesday, April 16, 2024, the Alameda Unified School District (AUSD) Board of Education Trustees heard a presentation about changes to the secondary math program from a traditional to an integrated pathway. (See the full presentation online.) Staff will present their recommendation for the Board’s approval at the May 14, 2024 meeting.

Alameda Post - AUSD School Board sits and listens to a presentation about integrated pathways for secondary math
April 16 AUSD Board meeting. Photo Joyce Boyd.

Background

California adopted the Common Core State Standards (CCSS) in Math and English in 2010. One of the paradigm shifts introduced by CCSS is how math is organized and taught in high schools. CCSS standards are organized into two pathways and districts are allowed to select either the traditional or integrated math pathway. They are identical in terms of content.

Traditional and integrated pathways

The traditional math pathway is a sequence of courses in grades 8-11 (Algebra 1, followed by geometry, then Algebra 2, with some probability and statistics in each course) or adopt an integrated pathway that combines and re-orders content from those courses in a three-year sequence. That sequence is typically simply called Integrated Math I, II and III. Each course includes algebra, geometry, probability, and statistics that are “integrated” with each other. The only difference in the pathways is the order of study.



State assessment data does not seem to show any significant difference in student performance based on pathways. So far, there have been no large-scale studies that compare the effectiveness of these two approaches.

Both pathways stress problem solving over memorization and mastery of procedures. Common Core State Standards (CCSS) focus on a deeper understanding as a shift from “how” to “why.” When CCSS were implemented, teachers were asked to do more coaching and less lecturing from the front of the class.

Current and proposed AUSD math pathway

These charts show the current and proposed math pathways from middle school to high school. The new pathway has more routes to Advanced Placement classes. A stated goal of the district is to increase the number of underrepresented students in higher level math classes. Currently, not all students who request Advance Placement courses gain enrollment in the course. The presentation did not address whether the number of Advanced Placement courses would be expanded to accommodate additional students or if the competition for Advanced Placement courses would increase.

Alameda Post - the current AUSD math pathway. The pathways are very linear, and the only opportunity to decide to get on an advanced pathway happens at the 8th grade

Alameda Post - the proposed new AUSD math pathway, with more branches and opportunities for students to switch to more challenging curriculum
Images presented at the April 16 AUSD meeting.

Pilot program

During the current (2023-2024) school year, AUSD has run a pilot program, training 14 teachers and teaching more than 250 students in the Integrated Math I program. Although the District did not present any academic testing data, a student survey of students in the Integrated Pathway showed more positive beliefs and feelings about their math class.

AUSD math performance in 11th Grade

One of the district’s goals was to increase overall math performance. AUSD is currently performing in the top 25% of districts in the state. However, as shown in the charts below, academic testing in the 2022-2023 school year indicated that 43% of 11th grade students did not meet grade level standards in math. The state rates in four categories: standard exceeded, standard met, standard nearly met, and standard not met. Also, the district has not recovered from the loss of student learning due to school closures made by the Board of Trustees during the pandemic.

Alameda Post - a large graphic displaying CAASPP Mathematics Results for all achievement levels by selected grade. 11th is selected.
Comparative charts from ed-data.org.

Grant funds

The presentation also reported that the California Department of Education awarded AUSD an Anti-Bias Education Grant which AUSD used to focus on Algebra 1 success for underrepresented groups. AUSD offered a summer Algebra Recovery Program and provided teacher training. The summer session was designed specifically to help students recover the algebra credit they need to apply to four-year colleges.

Joyce Boyd is a Certified Public Accountant, Alameda resident, and parent of an AUSD student. She is on the Parcel Tax Oversight Committee, a PTA board member, a prior PTA Council board member, and school site council member. Reach her at [email protected].

KQED Curated Content
Thanks for reading the

Nonprofit news isn’t free.

Will you take a moment to support Alameda’s only local news source?