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SFUSD superintendent defends Common Core math sequence, says 'the algebra that people are talking about no longer exists'
Summary
Superintendent Carranza outlined the district's teacher-driven rollout of Common Core math, argued the new sequence shifts algebra content across grades to deepen conceptual understanding, and said the changes aim to expand access for students underrepresented in AP math.
Superintendent Carranza used an extended report to defend San Francisco Unified School District's approach to implementing the Common Core math standards and to address parental concerns about acceleration and equity.
Carranza told the board that the district intentionally reallocated content so that ‘‘the algebra that people are talking about no longer exists. It is gone,’’ arguing the older Algebra 1 course has been split across grade 8 and a high-school algebra course so students learn procedural skills along with conceptual understanding and data-analysis topics. He said the district involved ‘‘over 300 teachers’’ in writing, piloting and revising the new curriculum and described the approach as ‘‘bottom up’’ and teacher-driven.
Carranza framed the change as an equity measure, citing AP participation at a high-performing high school: of 928 students who took AP math in two recent years, ‘‘only 21 were Latino and 7 were African American.’’ He said the Common Core sequence is designed to give ‘‘all of our students the opportunity to have a college and career experience,’’ and added that students who wish to reach AP Calculus still can do so under the new schedule by taking geometry and algebra in sequence or by doubling up.
He also noted district investments to support high-achieving students and acceleration options, saying ‘‘we currently invest close to $6,000,000 every year to support AP curriculum and assessments’’ and that dual-enrollment partnerships with City College already enroll more than 500 students.
Quoting University of California–Berkeley professor Ellen Schoenfeld, Carranza relayed expert cautions about early acceleration: ‘‘The notion of acceleration was built on the assumption that what counts is procedural mastery rather than deep understanding,’’ and that moving students rapidly through skills without deep understanding can leave them unprepared for college-level work. Carranza said the district favors ‘‘going deeper rather than faster’’ and will continue to take feedback from families, staff and teachers.
The board received the report as part of committee updates; the district will continue committee-level hearings on math implementation and supports for differentiation, including possible class-size adjustments for eighth-grade math during the phase-in.
Next steps: the curriculum and budget committees will hold hearings on the expanded math sequence and related resource questions, and the superintendent asked the public and staff to remain engaged in the conversation.
