Wakefield presents positive data, student feedback for Math 7 Extended program

Wakefield curriculum coordinator Erin Bailey told the School Committee on June 9 that the district’s Math 7 Extended program has grown into a five‑section offering at Galvin, with roughly half of the district’s 265 seventh‑grade students participating and course leaders reporting strong student and family feedback.

Bailey said the program’s student survey had 91 responses and that "94% of students reported feeling supported by their teachers," emphasizing teacher support as a central success factor. She also read several student comments underlining increased confidence: "I get to learn so many new math ideas that have helped me in the other math class and feel a little bit more confident." Bailey named the five instructors and described program structure changes since its start during the pandemic era.

The committee pressed for more disaggregated data. Member Stephen asked how rising algebra enrollment at the 8th‑grade level translates into percentages of the whole class; Bailey and other staff explained there are currently four algebra classes at eighth grade and that more students are progressing into high‑level geometry and honors classes. Bailey noted that 92% of freshman geometry students are earning A’s and B’s this year, and that the district’s MCCAST scores show an increased percentage of students “exceeding expectations,” the highest in five years.

Accessibility and equity questions surfaced: committee members asked whether the opt‑in program reflects the full demographic mix of the grade (language learners, students with disabilities). Bailey acknowledged that English learners were underrepresented and said the program aims to be inclusive and that efforts to recruit a broader range of students continue. Committee members requested future reporting on cohort persistence (how many stay on the accelerated pathway through high school) and teacher feedback from later grades.

Bailey said the district makes formative design choices (open‑ended centers, access points, open notes on assessments) and uses multiple data sources — including I‑Ready, Open Architects snapshots, and local algebra enrollment figures — to monitor outcomes and refine the program. She recommended continued attention to communication with families about expectations and pacing.

Next steps: committee members asked staff to provide percentage‑level enrollment breakdowns, longitudinal tracking of cohorts into high school math (AP/Pre‑Calc), and clearer metrics for access and disability representation in the program.