Concerns are mounting among parents in the San Francisco Unified School District regarding the district's optional late compression of algebra 2 and precalculus courses. Many students are opting to double up on math classes or enroll in outside paid courses to avoid being forced into a compressed curriculum, which has raised alarms about the adequacy of math instruction.

Critics argue that the current plan, which mandates 2.5 credits in integrated algebra and statistics, falls short of the traditional three-year requirement of algebra, geometry, and algebra 2—key components for college readiness. This integrated approach has been described as controlling, as it does not allow students the flexibility to choose between traditional and integrated math pathways.

The proposed changes have sparked fears of significant gaps in education for transfer students, particularly those who may have completed algebra in other districts but find themselves placed in integrated algebra 2 upon arrival. Additionally, concerns were voiced about the lack of rigor in middle school math courses, with some parents questioning the commitment to maintaining integrated algebra 1 for eighth graders.

A local college representative indicated that students completing integrated math courses might be viewed as deficient in geometry, potentially impacting college admissions. This concern is compounded by the fact that students may not realize they are missing critical coursework until it is too late.

The current traditional math plans in Middletown, which allow for doubling up in middle and high school, have been praised for providing adequate teacher-led instruction. In contrast, the proposed plan would reduce the number of instructional periods for foundational math subjects from 540 to 360, raising further concerns about the quality of education.

Parents are urging school officials to reconsider the proposed math pathways and to ensure that traditional math courses remain available, allowing for customized educational plans that align with individual student needs and parental preferences. The call for inclusion of elementary school parents in future discussions highlights the broader implications of these educational changes on the district's youngest learners.