Franklin to change middle-school math acceleration, phase out middle-school geometry

Franklin School Committee members on Jan. 28 heard administrators present a district plan to modify middle-school math acceleration that will discontinue a middle-school geometry class in a phased approach and revise accelerated-course criteria.

The presentation, led by Assistant Superintendent Dr. Rogers and math coordinator Mr. Stark, recommended increasing emphasis on grade-level standards, raising rigor in accelerated courses and phasing out “double-acceleration” that compressed multiple years of math into three years. The committee was given a three‑phase timeline for implementation and invited community input via a Google form and follow-up meetings.

Administrators said the district’s review began with teacher, student and parent input and with a review of state guidance. Dr. Rogers said the Massachusetts Curriculum Frameworks treat geometry as a high‑school course and that middle‑school teachers are licensed for grade‑level and grade‑plus acceleration in algebra, not high‑school geometry. "We are building a system that supports all students," Dr. Rogers said, adding that the changes are intended to strengthen foundational math skills across cohorts.

Mr. Stark described the district’s recommended pathway: keep grade 6 common for all students; retain a revised seventh‑grade accelerated class called 7A (a “compacted” version covering grade 7 and parts of grade 8 standards); offer an eighth‑grade accelerated Algebra 1 aligned with Franklin High School’s Algebra 1 curriculum; and discontinue the middle‑school geometry offering in a phased way so students already on a double‑acceleration path can complete that sequence.

Presenters cited several data points that shaped their recommendation: comparable districts outperform Franklin on grade‑level MCAS in grades 6–8; 43–49% of Franklin’s sixth‑through‑eighth‑graders partially met or did not meet grade‑level expectations on MCAS; and 26% of students enrolled in the district’s 8A accelerated class in the prior year partially met or did not meet grade‑level standards. Administrators also told the committee there are currently 44 students taking the middle‑school geometry course, roughly 12% of the eighth‑grade cohort, and about one‑third of seventh graders are in a double‑accelerated pathway.

District leaders said they will revise entrance and exit criteria for accelerated classes, select aligned curriculum and screeners, and expand professional learning time for teachers. Mr. Stark said the phased approach is intended “to honor and recognize that we have kids in this path,” noting students in current double‑acceleration will be allowed to progress to geometry in eighth grade when appropriate.

Committee members and parents asked for disaggregated data comparing accelerated and double‑accelerated students to the overall population and requested clearer slides and public outreach. Dr. Rogers and Mr. Stark agreed to edit materials and return with more targeted comparisons and an update in May so families can plan course selections for next year.

The administration emphasized that the changes are curricular and implementation‑focused, not a disciplinary or staffing reduction move; they described added middle‑school curriculum leadership, planned tiered supports and a commitment to monitor impacts and adjust as needed.