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Parents, teachers and students press SFUSD board over Common Core math changes
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Summary
More than a dozen teachers, students and parents told the board that proposed Common Core-aligned math sequencing, elimination of some placement tests and compressed algebra/precalculus pathways risk reducing access to advanced coursework and lowering rigor at schools such as Lowell.
Teachers, students and parents urged the board to slow or change the district's proposed high-school math sequencing tied to Common Core implementation.
Elementary and secondary teachers raised concerns that early-grade Common Learning Assessments (CLAs) have not been vetted and are being administered inconsistently. Kindergarten teacher Susie Siegel described the CLA process as "incomprehensible" to many teachers and warned it sacrifices classroom learning time.
High-school students and teachers from selective campuses such as Lowell argued that compressing math courses (for example combining pre-calculus with algebra 2) or eliminating universal placement testing would limit students' ability to reach calculus and take tandem AP sciences. "This compressed this compression of algebra and precalculus is impossible," said senior Amina Zaidi, who said the changes could harm students pursuing STEM degrees.
Teachers and curriculum members asked the district to finalize transition policies, provide robust teacher training and retain fair placement mechanisms for students coming from varied feeder schools. Several speakers urged the board to preserve a placement test for students who would otherwise be held back by a one-size-fits-all sequence.
Superintendent Carranza said the district's chief academic officer and curriculum staff were doing a "deep dive" and expected to return transition policy details to the community within 48 hours to address concerns.
