Board approves WestEd MOU to explore integrated statistics/quantitative-reasoning course; members raise student-data and timeline questions

The Mesa Public Schools Governing Board voted to approve a memorandum of understanding with WestEd and the Arizona Department of Education to participate in a one‑year, teacher‑centered professional‑learning project exploring integrated statistics and quantitative reasoning (ISQR) as a possible fourth‑year high‑school math pathway.

Board members asked staff detailed questions before the vote about the scope of the agreement, funding and whether student data would be shared with outside researchers. Staff described the MOU as a district participation in ADE‑led course design and teacher professional learning this year, with any classroom pilot and student‑level data collection to occur only later and to require separate approvals. According to staff, stipends and travel for participating teachers would be funded through the ADE/project funds (the transcript referenced Gates Foundation funding backing professional learning in partnership with WestEd). Staff also said participation this year was limited to teacher collaboration and course development rather than classroom implementation.

Several board members pressed staff about data privacy. Staff said district research personnel would anonymize any data before external analysis and that any optional student‑level data sharing would be governed by the district’s data‑sharing agreements and FERPA protections. The district said the initial year does not require that student‑level data be shared; staff framed the first year as design and professional‑learning rather than a student pilot.

The board approved the MOU by a 5–0 vote. Members said they expect staff to return to the board with details before any student pilots or data‑sharing arrangements are activated.

Why it matters: ADE has signaled statewide interest in rethinking algebra‑centered pathways; the ISQR work could create an alternative fourth‑year math option aligned to postsecondary pathways. Board members sought assurances about privacy and asked for a clear follow‑up process before student data or pilots would be submitted for board approval.

Ending: Staff committed to update the board on outcomes of the design work this year and to return for formal approval if the district chooses to pilot the course with students.