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Portsmouth outlines plan to speed Algebra 1 readiness by shifting standards earlier
Summary
The Portsmouth School Committee heard a presentation on May 12 describing a two‑year effort to treat Algebra I as a set of standards taught from grades 6–9, add a seventh‑grade pre‑algebra placement, and give eighth graders repeated opportunities to earn Algebra I credit. The district said the approach aims to increase student confidence and create more freshmen-ready geometry cohorts.
The Portsmouth School Committee on Tuesday heard district leaders describe a two‑year effort to change how middle‑school math is delivered so more students can access Algebra I earlier.
Doctor Jay Masterson, introduced by the superintendent as a lead on the work, told the committee the district is treating Algebra I as a ‘‘set of standards’’ that are introduced in sixth grade, developed in seventh and solidified in eighth, rather than as a single high‑school course. ‘‘We've developed those through middle school,’’ Masterson said, describing a vertical‑articulation document that maps standards from grades 6 through 9 and guides placement and instruction.
Eliza Pill Otis, one of the presenters, described changes already underway: the district placed all seventh graders into a seventh‑grade pre‑algebra class this year and is offering multiple in‑year assessment opportunities (November, February and May) for eighth graders to demonstrate proficiency on Algebra I standards and, if qualified, receive Algebra I credit and be placed in high‑school geometry as freshmen. ‘‘Algebra 1 is the most important set of standards that these kids have,’’ Otis said, stressing that the goal is skill mastery and not merely course labeling.
Presenters said the approach is intended to offer multiple pathways for students who mature academically at different rates. Otis described five criteria used to place students into honors or enrichment blocks in seventh grade: STAR assessment, quarterly grades, an Algebra readiness assessment, prior sixth‑grade scores and teacher recommendation.
The district also cited supports for teachers, including three days of professional development and continuing work by school‑level professional learning communities to align standards vertically across grades. Masterson said the work has yielded measurable changes: the current seventh‑grade cohort has closed prior gaps and the district projects expanding eighth‑grade algebra sections next year.
Committee members praised the growth‑mindset framing and asked for continued updates. One member noted the governor's 365 grant is funding supplemental enrichment opportunities that dovetail with the district's pipeline. The presentation materials and the vertical‑articulation document are available on the district website, and staff said they will bring refined policy language to the committee as the work continues.
No formal action or vote was taken on the curriculum changes during the meeting; presenters requested committee feedback and ongoing support for staffing, scheduling and professional development.
