Opinion
Assessment Letter to the Editor

Don’t Track Algebra

July 17, 2018 1 min read
  • Save to favorites
  • Print

To the Editor:

As the president of the National Council of Teachers of Mathematics, I applaud the de-tracking efforts of San Francisco Unified School District in middle school math, which creates pathways for all students to have access to continued studies in the subject (“In San Francisco, A Bold Effort to De-Track Algebra,” June 13, 2018). The article indicates that students who are traditionally underserved in math are showing improvement in achievement and increased enrollment in advanced studies in the subject without negative impacts on other students.

It’s important to note that SFUSD made considerable investments in supporting teachers in refining their teaching practices and that the district provided math coaches for teachers. The district is also making curricula changes. As the story states, de-tracking requires far more than simply rearranging students into heterogeneous mathematics classrooms.

It requires supporting the mindset that all students are capable of doing rigorous math; it requires supporting educators who teach students with diverse needs and diverse ways of learning; it requires making sure that the curriculum is rigorous; and it requires building classroom communities that support all learners.

NCTM’s recently published book Catalyzing Change in High School Mathematics: Initiating Critical Conversations recommends the elimination of tracking students. Other school districts should look at SFUSD as an example. It is time to identify tracking practices and stop them. Tracking can lead to the distribution of students in high- and low-ability classrooms in ways that are correlated with the racial, ethnic, and socioeconomic inequities found in the broader society.

It’s time to begin the courageous work needed to intentionally and systematically remove tracking’s barriers and the associated instructional practices. Instead, we must move toward creating pathways for success in mathematics for each and every student.

Robert Q. Berry, III

President

National Council of Teachers of Mathematics

Charlottesville, Va.

A version of this article appeared in the July 18, 2018 edition of Education Week as Don’t Track Algebra

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Reading & Literacy Webinar
Unlocking Success for Struggling Adolescent Readers
The Science of Reading transformed K-3 literacy. Now it's time to extend that focus to students in grades 6 through 12.
Content provided by STARI
Jobs Virtual Career Fair for Teachers and K-12 Staff
Find teaching jobs and K-12 education jubs at the EdWeek Top School Jobs virtual career fair.
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
College & Workforce Readiness Webinar
Portrait of a Learner: From Vision to Districtwide Practice
Learn how one district turned Portrait of a Learner into an aligned, systemwide practice that sticks.
Content provided by Otus

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Assessment Spotlight Spotlight on Turning Spring Assessments Into Actionable Literacy Insights
Turn spring literacy scores into action! Learn how smarter data use, growth-focused grading, and instruction can drive real progress.
Assessment Letter to the Editor The Truth About Equity Grading in Practice
A high school student shares his perspective of equity grading policies in this letter.
1 min read
Education Week opinion letters submissions
Gwen Keraval for Education Week
Assessment Online Portals Offer Instant Access to Grades. That’s Not Always a Good Thing
For students and parents, is real-time access to grades an accountability booster or an anxiety provoker?
5 min read
Image of a woman interacting with a dashboard and seeing marks that are on target and off target. The mood is concern about the mark that is off target.
Visual Generation/Getty
Assessment Should Teachers Allow Students to Redo Classwork?
Allowing students to redo assignments is another aspect of the traditional grading debate.
2 min read
A teacher talks with seventh graders during a lesson.
A teacher talks with seventh graders during a lesson. The question of whether students should get a redo is part of a larger discussion on grading and assessment in education.
Allison Shelley for All4Ed