Montgomery Board of Education faces criticism over proposed math curriculum changes

The Montgomery Township School District Board of Education convened on April 29, 2025, to address several pressing issues regarding the district's mathematics curriculum and the implications of recent budget cuts. The meeting featured a series of public comments from educators and community members, highlighting concerns about the proposed changes to the math program and the impact on students.

The session began with a public comment regarding the accessibility of the Board's email address on the district's website, suggesting improvements to facilitate communication between the community and the Board. Following this, Joan Riddell, the district's math supervisor, expressed her concerns about a perceived personal agenda influencing discussions around the math curriculum. She emphasized the extensive work done by teachers and administrators to develop a robust math sequence that supports all students, arguing that recent discussions seemed to focus narrowly on a small group of students rather than the broader educational needs.

Riddell noted that a recent survey sent to math teachers did not yield the expected feedback, as many teachers did not participate. She defended the current curriculum, stating that it has been effective in fostering growth among all students, including those in advanced programs. She urged the Board to trust the expertise of the educators who have dedicated significant time to developing the curriculum.

Several other educators echoed Riddell's sentiments, including Heather Pino, principal of Montgomery High School, who highlighted the emotional toll of recent budget cuts that resulted in staff layoffs. Pino criticized the push for a new program that would serve only a limited number of students, arguing that the district already provides ample opportunities for all learners.

Jason Sullivan, the high school science supervisor, reinforced the message that the district is committed to providing opportunities for every student, regardless of their academic level. He urged the Board to trust the professional judgment of the educators who work closely with students.

The discussion culminated in a motion to reinstate a more traditional math pathway, including pre-algebra in fifth grade and algebra in subsequent grades. However, this motion faced opposition from Board members who argued that it would undermine the progress made in the current curriculum and fail to meet the diverse needs of all students. They pointed out that the existing curriculum has led to improved proficiency rates and that the proposed changes could revert to early tracking practices that are not developmentally appropriate.

As the meeting concluded, the Board faced the challenge of balancing the demands for advanced math opportunities with the need to maintain a curriculum that supports the overall growth and well-being of all students. The discussions underscored the importance of collaboration between educators and the Board in shaping a math program that is both rigorous and inclusive. The Board will continue to deliberate on these issues in future meetings, with a focus on ensuring that all students receive the educational support they need to succeed.