Education policy committee unanimously recommends revised PreK–12 mathematics policy

The Maryland State Board of EducationEducation Policy Committee voted to recommend adoption of the revised PreK 12 mathematics policy, contingent on the department—s incorporation of committee and public feedback into a final draft.

MSDE presentations and committee discussion centered on three themes of stakeholder feedback — equity and access for historically underserved students, learning structures and feasibility, and timeline and implementation. MSDE representative Lindsey Brightful, presenting version 2, said the revisions shift language to clarify expectations rather than list prohibitions and that MSDE has aligned changes with data and stakeholder input.

The recommended revisions highlighted by MSDE include clearer definitions (including an explicit definition of acceleration and the term "secondary math pathways"); moving acceleration language into a separate section of the policy to reduce confusion with equitable scheduling; an explicit expectation that acceleration progressions be available so students may begin accelerated progressions no later than third grade; and a continuing policy expectation for automatic enrollment into acceleration pathways for students who demonstrate readiness on state assessments, "without the barrier of a review committee," Brightful said.

MSDE also said integrated Algebra 1 and 2 will count as high school Algebra 1 and Algebra 2 credits and that the department has engaged the University System of Maryland and the NCAA to discuss recognition of integrated-course titles. Brightful said MSDE met with the NCAA and that the NCAA "agreed to review the course standards and resources when finalized and proactively reach out to Maryland districts and schools" to help update course listings.

Committee members pressed MSDE on implementation details. Members sought clarity on flexible scheduling and how support courses would be scheduled at the middle- and high-school level; MSDE said exemplar models exist in some LEAs where support courses run concurrently with electives and allow quarterly movement into or out of support when students— needs change. Committee members asked about teacher recruitment and coaching support; Brightful said MSDE is pursuing expansion of instructional coaching but does not currently have funding to mandate LEA coaches and will leverage existing structures. MSDE also reported that guidance and resource documents (including integrated algebra course scopes, MTSS math guidance, family guides, and a responsible acceleration guide) are slated to be available following policy adoption and that MSDE expects resource packages by fall 2025 to support planning for shifts beginning in school year 2026 27.

Chair (Education Policy Committee) put the motion to recommend adoption with the assumption that the final draft will reflect the changes discussed; the committee recorded a unanimous recommendation. MSDE indicated it would circulate a subsequent iteration (referred to in the meeting as "2.5") to members immediately and aim to finalize a draft for the full board—s consideration.

Why it matters: The policy changes affect how LEAs schedule math instruction, how acceleration and support courses will be administered, and which students will be automatically enrolled in accelerated progressions. Clarifications around acceleration, integrated algebra course crediting, and guidance timing will shape district course catalogs, assessment alignment, and educator professional learning over the next two school years.

MSDE said the department is continuing stakeholder outreach and will finalize guidance after adoption to ensure alignment across assessment, course standards, and implementation timelines.

(Reporting note: direct quotes and program details in this article are drawn from MSDE presentations given by Lindsey Brightful and staff and from committee discussion during the Education Policy Committee meeting.)