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Holliston proposes removing middle-school math levels, expanding 8th-grade algebra access after study group review
Summary
A district math study group presented data showing underrepresentation of low-income, IEP and Latino students in advanced 8th-grade math and recommended restructuring middle-school math pathways to expand access to Algebra I and establish multi-year supports and professional development.
Holliston — A district math study group recommended that the Holliston Public Schools restructure middle-school math pathways to expand access to Algebra I in eighth grade and remove middle-school course-level tracking, citing equity data and a multiyear implementation plan that includes teacher professional development and intervention supports.
The study group presented data showing that students from several historically marginalized groups were underrepresented in eighth-grade algebra and in higher‑level high school math. Presenters said IXL diagnostic data and local enrollment charts showed many low-income students, students with 504 plans and students with IEPs scored at levels similar to peers in algebra but were not enrolled in algebra classes.
Why it matters: District presenters argued early access to algebraic thinking can increase long-term opportunities in STEM pathways and narrow achievement gaps if…
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