Edina board approves move of compacted algebra to new high‑school sequence, vows off‑ramp work
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Summary
The Edina Public Schools board approved a redesign of secondary math acceleration that discontinues middle‑school compacted algebra and creates a two‑course high‑school sequence to cover three years of standards, citing new Minnesota standards and the need for stronger foundational mastery; board members pressed for clearer off‑ramps and equity safeguards.
The Edina Public Schools Board on Jan. 12 approved a restructuring of acceleration in secondary math that discontinues the middle‑school compacted algebra course and shifts the compacted sequence into a new two‑course offering at the high school level.
Jody De Saint Hubert, the district’s director of teaching and learning, told the board the redesign responds to changes in statewide standards and an increased emphasis on data analysis, and that ‘‘there is no loss of acceleration opportunities for any student.’’ The administration said the new two‑course sequence will compact intermediate algebra, geometry and Algebra II into a paired high‑school pathway so students still have access to advanced coursework later in their secondary careers.
The change is aimed at sustaining rigorous pathways while improving foundational mastery. ‘‘By compacting three years over two years, it gives us more space to compact that as opposed to trying to do two years in one year,’’ De Saint Hubert said, describing the move as a response to the new Minnesota K‑12 academic standards.
Board members acknowledged the instructional rationale but repeatedly pressed administrators to clarify options for students who accelerate too quickly and later need an ‘‘off‑ramp.’’ Director Ellenburg described the concern plainly: ‘‘There are kids that get pushed too fast in Edina,’’ she said, urging the district to preserve routes for students to decelerate without academic penalty.
Administrators described current practice as case‑by‑case and said off‑ramp options generally require repeating or shifting to a full‑year course (for example, moving from a compacted course to geometry), and that algebra‑1 teachers would be better positioned to recommend success in compacted pathways than pre‑algebra instructors.
The board approved the course ad change recommendation and will continue work this spring on the broader math design and specific implementation details, including off‑ramps, communication with families and equity considerations.
The action will take effect for registration materials for the 2026–27 school year; the board and staff said further curriculum details and a full design report will come in February and March.