While accelerated math programs aim to challenge students interested in math, ICSD’s current approach raises concerns about equity and access. ICSD prides itself on offering a diverse selection of courses at various levels to students, especially within the math department. On top of the Regents and Honors variants offered for each math class at IHS, the department also provides a healthy selection of electives for students to choose from. However, several math courses go beyond the high school standard, such as the AP Calculus classes. In order to ensure that students who aspire to challenge themselves in mathematics have the opportunity to do so, ICSD has traditionally followed an “accelerated math” curriculum to prepare students for the rigorous course. The program starts at the middle school level, where sixth and seventh cover three years worth of math in two years and can then opt to take Algebra I in 8th grade. This puts them on the track to finish pre-calculus a year early, allowing them to take AP Calculus their senior year.
In the past, middle school math classes separated in sixth grade into an “accelerated” and a “regular” track. The decision of whether or not a student would be placed into either the accelerated or regular math class depended purely on their elementary school teacher recommendations. In recent years, however, the middle school math program has undergone several changes in an attempt to improve the equity of the accelerated math sequence. All students now take Math 6 and 7 and then are split into Algebra I and Math 8. In order to take Algebra, students must either test out of Math 8, take Math 8 over the summer before their eighth grade year, or take it alongside Algebra I in eighth grade.
The shift towards the new middle school math system was made with the logic that it would increase equity by eliminating bias in elementary school teacher recommendations for high-level middle school classes. However, the newer program is still fraught with equity concerns. For instance, in order to take Algebra I in eighth grade, students must either double up on math classes or do extra work outside of school. Neither of these options may be viable for students from disadvantaged backgrounds. They may not have sufficient resources outside of school to help them study for the test to skip eighth grade math, nor have the time to devote to two concurrent math classes.
In response to the impact of the program on students, the Tattler Editorial Board, drawing from their own experiences as students, suggests reforming the curriculum as follows: accelerate every sixth and seventh grader’s math class, discontinuing the former standard math courses. Then, in eighth grade, students would choose between taking Algebra I or Math 8 themselves, with input from teachers and parents. Ultimately, however, this decision would be made based on the student’s decision, which would eliminate bias from teacher recommendations. Accelerating every student’s math class would allow them the flexibility to switch between Algebra I or Math 8 in their eighth grade based on their changing interests, as they would be prepared for either math course. This also contributes to students making better informed decisions about whether to pursue high-level math in their coming high school career.
A prerequisite for our proposed system is that all students have roughly equal knowledge of mathematics coming out of elementary school. In order to ensure this, the district must invest in rigorously maintaining the same academic standards and curriculum across elementary schools from Kindergarten. Eight different elementary schools should not be learning eight different things. Teachers should be allowed the freedom to teach in whatever manner they prefer, but the content they are teaching should be the same across all grade levels.
We identify the core problems with the current and past accelerated math model as the induced tracking it creates, as well as requiring middle school students to commit too early to an advanced math path. As AP Calculus BC teacher Frederick Deppe told The Tattler, “People’s interests can change over time and their opportunities should remain flexible to accommodate for this.” This rigid tracking leads to inequities, locking some students out of advanced courses for a decision that wasn’t made on their behalf in middle school. Conversely, students put into the accelerated curriculum prematurely may also struggle despite their potential in math. By contrast, a more flexible system allows students to organically discover their passion for mathematics over time.
The Tattler Editorial Board recognizes that implementing our proposed solution would not come without its own set of challenges. Math is already regarded as a difficult subject, which deters students from pursuing and enjoying it. To counteract this, we recommend ICSD to take initiative in building greater interest and support for mathematics early on. With all students in accelerated sixth and seventh grade math classes, more may struggle initially compared to previous years when only a subset took the advanced courses. To maintain accessibility, middle schools should provide robust math support labs available to all students, similar to how the support labs at IHS are structured. Additionally, to ensure that every incoming middle school student is prepared for the collectively accelerated curriculum, we suggest standardizing the elementary math programs across ICSD. This would provide an equal starting point that students can then build upon equitably in sixth grade and beyond.
Having access to college level math courses in high school is an incredible privilege, but it shouldn’t come at the cost of student interest and unequal entry. The shift toward the new system attempted to address this, but it’s clear that both curricula have challenges that prevent interested students from challenging themselves in math. Implementing a flexible system and providing support in math early on empowers students to consider math as a topic they are strongly passionate about. Furthermore, while the idea of accelerating everyone seems idealistic, it’s clear that it’s possible with the right support. Eighth grade students are already asked to make a decision about taking Earth Science in middle school, and a myriad of districts successfully implement an “accelerated” math curriculum for everyone.
Whatever system ICSD decides to move forward with, it’s important that students receive support and encouragement in math. Every middle school student is fundamentally capable of being accelerated in mathematics when provided the proper preparation and support systems. Our proposed model universally accelerates sixth and seventh grade math while allowing eighth graders to choose between the advanced or standardized curriculum based on their readiness and interests.
By combining an accelerated curriculum for all with math support labs and equal elementary preparation, we can open opportunities rather than close doors too early. A flexible, universally accelerated curriculum recognizes that math abilities bloom at different rates while ensuring all students have the chance to be challenged and discover their potential. With the right reforms, ICSD can build true equity and excellence by restructuring accelerated math to be more inclusive and supportive of all learners.