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Preston board hears plan to reduce ability-tracking in math; options include dual credit, placement test removal
Summary
District staff presented proposed math curriculum changes aimed at reducing ability-based segregation, including removal of placement tests, optional tracks, and expanded dual-credit options; trustees discussed impacts on class sizes and technical program readiness.
District staff outlined proposed changes to the secondary math program during the March 19 meeting, emphasizing student choice and reduced tracking.
Mr. Brandon Lyon explained proposals to eliminate placement tests, allow students to select their math track, expand dual-credit opportunities, and remove advanced Algebra II as a separate tracked course. Trustees and administrators discussed potential effects on class sizes and the need to prepare students for vocational program requirements (including concerns about the Bridgeland welding program math test). The changes aim to "avoid segregating students by ability and align educational goals across schools," according to the presentation notes.
Board members asked for follow-up on how the changes would affect staffing, course sections (an additional Algebra 1 class was anticipated), and assessment strategies such as STAR testing and AimswebPlus for progress monitoring. No formal policy vote on the math changes was recorded at this meeting; the discussion was part of the Superintendent’s report on "Student Achievement & Student Advancement."
