Concerns over math instruction in San Francisco schools took center stage during a recent government meeting, highlighting the urgent need for effective progress monitoring and intervention strategies. Educators expressed frustration over the limitations of current assessment tools, such as the SBAC tests, which fail to provide the detailed, classroom-level data necessary to understand students' foundational skills in mathematics.

One speaker emphasized the importance of proximity in learning, particularly for students who struggled during the pandemic. "We need to know what they know," they stated, calling for a more nuanced approach to assessing student progress. The discussion revealed a consensus that existing methods are inadequate, with a push for diagnostic assessments that can better inform interventions for struggling students.

Commissioner Alexander raised critical points about the transition to high school math, suggesting that early exposure to geometry could help maintain student engagement and readiness. Drawing from a recent lesson study in Japan, Alexander noted the dramatic improvements in math scores achieved through problem-solving teaching methods. He advocated for a shift in curriculum and pedagogy, stressing the need for professional development that equips teachers to deliver engaging math instruction.

The meeting concluded with a commitment to reevaluate and enhance the district's math curriculum, aiming to foster excitement and understanding in students. As San Francisco schools grapple with these challenges, the focus remains on transforming math education to ensure all students are prepared for future academic success.