Palo Alto Unified trustees hear data showing surge in ninth-grade enrollment in geometry under reimagined math, questions remain about readiness and outcomes

The Palo Alto Unified School District on Oct. 8 heard a staff presentation showing that enrollment in geometry and higher-level math courses among ninth graders has increased since the district's Reimagining Middle School Math changes and the cohorts entering ninth grade under the plan.

Dr. Lopez, presenting SB 359-related material and enrollment charts, said the district combined multi-year data and that "course enrollment in geometry and higher level math courses increased across all student groups" based on snapshots through Sept. 23, 2024. The slides identified gains across Hispanic/Latino, Black/African American, special-education and socioeconomically disadvantaged students.

Why it matters: The board framed the change as an equity measure intended to expand access to advanced math pathways that lead to calculus and college readiness. Several trustees said increased enrollment can be a meaningful indicator of access while acknowledging additional measures are needed to track student success in those courses.

Public commenters and some trustees pressed staff for more complete, objective data. Steven Davis said the report omitted some Palo Alto High School students and lacked information on the outcomes of students who do not succeed in accelerated tracks, calling for a complete report. Edith Cohen cautioned that enrollment alone does not show readiness: "You can enroll the whole ninth-grade class in calculus; it doesn't mean they are ready for calculus," she said, and cited state assessment and diagnostic test percentages showing many students below grade-level standards.

Trustees questioned the dataset and sought clarifications staff agreed to provide in future reports: whether students move down from geometry to algebra after checkpoints, how students who completed alternative eighth-grade courses (for example, Algebra II SII) are represented, and how D/F rates and "no marks" were counted. Dr. Lopez told trustees that, as of the Sept. 23 report, students placed into geometry had not been moved down at checkpoint.

Board members urged a two-part approach: preserve expanded access while improving elementary and middle-school instruction and targeted supports so students placed into higher-level courses can succeed. One trustee recited subgroup percentages shown in the charts and urged colleagues not to revert to previous placement models that limited acceleration, while also acknowledging the district must address increased D/F rates in certain courses.

What happens next: Trustees asked staff to return with additional breakdowns (including which students were included in the enrollment counts, how students in alternative pathways are tracked and how placements correlate with performance metrics) and suggested follow-up on how the first cohorts progress in Algebra II next year.

Quotes: "Enrollment in geometry or above has increased by over 20% for every subgroup," a trustee said in defense of the reimagining approach. Edith Cohen said, "Enrollment is not really a good metric for where students are at; the numbers just don't add up when you look at objective diagnostic tests." Dr. Lopez noted the findings were compiled from combined multi-year data to show trends.

The board did not take a policy vote on SB 359 or placement changes at the meeting; the discussion ended with requests for more granular reporting and continued emphasis on improving instruction and supports.