Bedford math leaders propose merging eighth‑grade Algebra 1A into Algebra 1 to widen access to advanced math
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Summary
District math staff proposed combining Algebra 1A and Algebra 1 in eighth grade and expanding support classes so more students can access a full algebra course and a clearer pathway to calculus. The committee received the proposal and signaled strong support; implementation would begin in September 2024 if finalized.
District math leaders presented a proposal to restructure eighth‑grade math so all students take a full Algebra 1 course with embedded supports, a move they say will increase access to higher‑level math and smooth transitions to high school.
"Our first step would be to combine our two levels of algebra," Patrick Morrissey, math program administrator, told the school committee. Morrissey and a team of middle‑school teachers described a plan to use MCAS and STAR data to recommend placements and to expand support offerings through the district’s “calculus project” support classes.
The presenters—who introduced themselves as Patrick Morrissey, Lindsay Goodhue, Sarah Baranato and Vanessa Mangini—said combining Algebra 1A and Algebra 1 would allow the district to double the number of advanced algebra sections and offer more calculus‑support seats. “We are hoping that ultimately these changes will cause a smoother transition for eighth graders as they transition to ninth grade,” Morrissey said.
Teachers and administrators characterized the change as data‑driven. Morrissey said the department reviewed longitudinal outcomes showing many students who had been in Algebra 1A later succeeded in advanced high‑school math: "the students that have been in algebra 1 a that Sarah and Vanessa have taught... are doing phenomenally well at the high school."
Under the proposal, the calculus‑support classes would remain optional but strongly encouraged for students who need extra instruction; the presenters said the support offerings can be scaled back if students demonstrate independence after a quarter. "It should be fluid," one teacher said of the support structure.
Committee members asked about equity and access for families who might not be able to afford enrichment travel tied to curricular experiences; presenters and board members discussed using student activities funds, fundraising and external scholarships to address cost barriers for non‑curricular or international trips.
The presenters said the proposal is part of a two‑year curriculum review process and would begin in the 2024–25 school year, subject to final scheduling and recommendation letters to families later this month. Morrissey said the department will monitor outcomes using MCAS and STAR results and follow up with families and teachers to assess placement decisions.
The committee did not take a formal vote on curriculum at the meeting; members commended the team’s work and asked staff to return with further detail as needed. The district indicated the minutes will reflect strong support and that additional updates will be provided as the recommendation process unfolds.
