MCPS teachers call for overhaul of CKLA curriculum amid student achievement gaps

The Montgomery County Public Schools (MCPS) Board of Education convened on April 10, 2025, to address pressing issues regarding educational equity and curriculum effectiveness. The meeting featured a series of public comments from educators and community members highlighting significant concerns about the current curriculum and its impact on student learning, particularly among marginalized groups.

The session began with a focus on the disparities faced by African American students in special education. A speaker pointed out that while African American students represent 26% of the special education population, they account for only 22% of overall enrollment. Alarmingly, the 2023-2024 MCAP data revealed that only 45.6% of Black students in grades 3 through 8 achieved proficiency in reading, compared to 78.5% of their peers. In mathematics, proficiency rates were even lower, with only 18% of Black middle schoolers and 13.8% of high schoolers in Algebra 1 meeting proficiency standards. The speaker urged the board to adopt a "bridge approach" to address these gaps, suggesting the establishment of family resource centers for special education and enhanced career transition planning.

Following this, several educators voiced their concerns regarding the Amplify CKLA curriculum, which was intended to support literacy development for diverse learners, including 40,000 Black and Brown students and 10,000 students with disabilities. However, feedback from teachers indicated that 80% found CKLA inadequate in providing necessary differentiation for students. Many reported that the curriculum relied heavily on reading aloud from texts that were often above students' reading levels, lacking the visual supports needed for comprehension.

Teachers proposed several solutions, including the need for a new curriculum that better meets the needs of students, particularly English language learners. They called for the development of a more engaging and accessible curriculum that emphasizes foundational literacy skills and provides appropriate materials for diverse learners. Suggestions included allowing teachers to redesign CKLA lessons and creating a library of approved texts to supplement the existing curriculum.

The meeting concluded with a consensus among educators that the current CKLA curriculum fails to adequately teach reading and writing skills, with many advocating for a shift to a more effective program. The board was urged to consider these recommendations seriously to ensure that all students receive the quality education they deserve.

Overall, the meeting underscored the urgent need for systemic changes within MCPS to address educational inequities and improve curriculum effectiveness for all students. The board's next steps will be crucial in determining how these issues will be addressed moving forward.