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Students, parents push Hastings board to restore seventh‑grade algebra; district to review at July meeting
Summary
Dozens of students and parents urged the HASTINGS‑ON‑HUDSON UNION FREE SCHOOL DISTRICT to reinstate seventh‑grade algebra/double acceleration, saying the late cancellation deprived advanced learners; the superintendent committed to an agenda item and meetings with families.
Dozens of students and parents packed the public‑comment portion of Tuesday’s HASTINGS‑ON‑HUDSON UNION FREE SCHOOL DISTRICT meeting to press the board to reinstate seventh‑grade algebra — a double‑acceleration pathway several families said was canceled abruptly this spring.
"I want to double accelerate," said Elle Brown (speaker 16), a middle‑school student, who told the board she and peers had been preparing for advanced work and were frustrated by repeated delays and then the decision to cancel the acceleration path. Robert Greenberg (speaker 31) and Clara (speaker 10) also described how acceleration had benefited students in prior years and urged the board to restore the option.
Parents framed the issue as both academic opportunity and equity of access. Emily Brown (speaker 20) thanked the district for its work on the bond but said families were frustrated that the pathway to algebra was not publicized earlier and that students had been left scrambling. Parent advocates recommended objective placement tools used in peer districts and asked for transparent criteria for acceleration.
The superintendent (speaker 2) acknowledged the concern and said the district must "do a lot better on math in Hastings," committing to follow‑up meetings with parents and staff. He said Dan Waldick (middle‑school math lead) and other administrators will review pathways and that the board could place full discussion of acceleration on the July 14 agenda so the district can present data and possible options.
Families asked for clear, evidence‑based placement criteria rather than ad hoc decisions; several students and parents offered to partner with the district in developing solutions. Board and district leaders encouraged continued dialogue and scheduled near‑term staff‑family meetings to outline next steps.
The public‑comment block lasted nearly an hour and included multiple student speakers who emphasized both the academic and personal importance of timely access to accelerated coursework.
