Maya:

Subject: [EXTERNAL] Feedback from the SFUSD Math Department to the Math Framework

To the California Department of Education:

We are writing to offer comment on the CA Mathematics Framework. As the Mathematics Department of the San Francisco Unified School District, we appreciate the number of times that the draft Framework makes note of our district’s policy leadership and pedagogical stance.

In chapter 1, lines 471 – 476, the Framework says, “Educators in the San Francisco Unified
School District found similar benefits when they delayed any students taking advanced classes in
mathematics until after tenth grade and moved the algebra course from eighth to ninth grade. After
making this change the proportion of students [who had to retake] algebra fell from 40 percent to eight
percent, and the proportion of students taking advanced classes rose to a third of the students, more
than any other number in the history of the district (Boaler et al, 2018).” And again, in chapter 8, lines
203 – 206, the Framework says “An NCTM case study of the San Francisco Unified School District’s move
away from middle-school acceleration and high-school tracking demonstrates that such an approach can result in increased numbers of students continuing in higher-level mathematics courses (Barnes & Torres, 2019).”

We are indeed very proud of these outcomes. Aligned with our social justice mission, our policy against tracking in mathematics aims to interrupt the racialized outcomes associated with tracking and fixed beliefs about what it means to be “smart at
math.” We applaud that the Framework takes a strong stance against tracking,alongside recommendations for deep mathematical sense making grounded in Universal Design for Learning. More and more districts nationwide are taking up the complex and powerful work towards equitable policies in mathematics; a Math Framework that supports this work will serve the students of California, and
demonstrate national leadership.


Respectfully,


The San Francisco Unified School District Mathematics Department