Upcoming math policy for Maryland students gets mixed reviews as ‘one-size-fits-all approach'
With students' math proficiency rates remaining stubbornly low, the Maryland State Board of Education has revealed its plan to streamline math education.
Presented during the board's all-day meeting in Baltimore on Tuesday, the proposal would standardize math instruction at the elementary level to ensure all students are meeting minimum grade-level standards. In high schools, the policy would restructure geometry concepts across Algebra 1 and 2 courses to create an 'integrated algebra pathway' — signaling a shift away from the traditional course order of Algebra 1, geometry and then Algebra 2.
The policy would also provide professional development and new teaching resources for educators while establishing accountability systems to track student progress and share that data with parents and communities.
Scheduled for full implementation during the 2028-29 school year, the plan would be rolled out gradually in the coming years, beginning with the finalization of new math standards next school year. The 2026-27 and 2027-28 school years would see an emphasis on teacher training and partial implementation of integrated algebra coursework, respectively.
The proposal will receive final consideration at the board's March 13 meeting, according to President Joshua Michael.
Some educators spoke favorably of the plan during a public comment session at Tuesday's meeting, commending its potential to ensure low-performing students do not continue to fall behind.
Ellie Mitchell, director of the Maryland Out of School Time Network youth development organization, praised the idea of a minimum math standard and applauded the plan's desire to see 'students' identities' built around the subject.
'One of the things I was particularly excited about … was the importance of building students' identities around math,' Mitchell said.
Paul Lemle, president of the Maryland State Education Association union, called the plan a 'thoughtful first step to course correction' in an environment where most students are not solving math problems at grade level. However, he expressed opposition to the idea of 'exclusionary tracking' at the elementary level, arguing students who need the most attention could be overlooked.
'While heterogenous grouping has its benefits, making it a mandatory, one-size-fits-all approach risks overlooking students who need targeted instruction,' Lemle said.
A Howard County teacher who previously taught in Baltimore City, Ryan Powers, worried standardizing math standards could also neglect high-performing students.
'The quiet, capable students, the smartest or even those needing to be challenged more were instead given extra worksheets a lot of the time,' Powers said of his time teaching in the city.
Manhar Dalal, a math teacher and coach at Baltimore's Western High School, opposed the plan to consolidate geometry instruction into Algebra 1 and Algebra 2 courses. Geometry should instead be grouped with trigonometry in precalculus courses because these kinds of math are more naturally related, Dalal suggested.
'The idea that we can just take geometry and somehow magically inject it into those, I think is going to be very difficult,' Dalal said, noting that Algebra 1 and 2 courses already struggle to cover all necessary concepts in the allotted time.
Have a news tip? Contact Carson Swick at cswick@baltsun.com.
Hashtags
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
Yahoo
30-05-2025
- Yahoo
Blueprint gets a road map: Two agencies that oversee school reform agree to clarify roles
The Maryland State Board of Education and Blueprint for Maryland's Future Accountability and Implementation Board hold a joint meeting June 25, 2024, in Baltimore. (Photo by William J. Ford/Maryland Matters) Local school systems straining to comply with the state's sweeping Blueprint for Maryland's Future have had to report to both the Maryland Department of Education and the Blueprint's Accountability and Implementation Board, a setup creating confusion 'since the get-go.' Now, more than three years into the process, the two agencies said they are working on a memorandum of understanding that could make things a bit smoother for all concerned. Alex Reese, chief of staff with the Maryland State Department of Education (MSDE), did not tell the state Board of Education on Thursday how long it would take to finalize an agreement, but he said a memorandum is in the works. State law requires the seven-member AIB to oversee the 10-year plan and approve any Blueprint documents submitted by the state's 24 school systems and other state agencies that craft elements of the Blueprint. The law also requires the department to provide technical assistance and lend expertise on education policy. The AIB and state Board of Education also hold occasional joint meetings and approve certain policies associated with the multibillion-dollar Blueprint plan. Reese said 'MSDE will be fully owning Blueprint implementation. We feel good about that as practitioners. We really do feel like we possess that expertise to be able to be poised to fully implementing the Blueprint.' An AIB spokesperson confirmed in an email Thursday evening an agreement is being worked on with the department. 'AIB and MSDE attorneys are working together on an MOU [memorandum of understanding] relating to the agencies' respective roles and duties,' the spokesperson said. 'Blueprint' bill that avoids some of the most severe education cuts is signed into law 'There is not currently a timeline confirmed for finalizing it. Because it is an MOU directly between the AIB and MSDE, there would be no need for General Assembly approval,' the email said. In a quick summation to the state board Thursday, Reese said certain processes will remain the same such as the Blueprint board providing instructions to school systems on what is required in each Blueprint plan. It will continue 'interagency collaboration' with agencies such as the state Higher Education Commission, which focuses on two of the Blueprint's five pillars, or priorities – hiring and retaining high-quality and diverse teachers, and preparing students for college and technical careers. The news was welcomed by school leaders, educators and advocates who have expressed frustration over the process of implementing the comprehensive education reform plan. 'One of the biggest complaints, if not the biggest, has been the lack of clarity and final guidance and where we get questions answered. We've got to run every decision by both entities [MSDE and AIB],' said Mary Pat Fannon, executive director of the Public School Superintendents' Association of Maryland. The association released a 12-page document in December that outlined proposals to help improve the plan. One of those recommendations was clearing up the relationship between the two agencies. 'Restructuring and clarifying the relationship of the MSDE and AIB would be very beneficial in the implementation of the Blueprint. This change would clarify roles and responsibilities, and establish clear guidance to the LEAs [local education agencies, or school systems] that they are governed by the procedures and processes promulgated by the MSDE and the State Board,' the December report said. 'Somebody's got to be the point. Somebody's got to be the team captain on certain things,' Fannon said. 'Otherwise, it's just completely frustrating.' 'We are happy they are doing this. This is all going to help in implementation when these guys are 100% clear with us,' Fannon said of the work on an MOU. Sen. Mary Beth Carozza (R-Lower Shore) was also pleased by the discussions, which she said would help improve the process at the local and state levels. But the senator hopes an agreement can be reached before the 2025-26 school year begins in the fall. 'I would like to think they would make every effort to use the time between now and [when] school starts to give as much clarity to the roles and responsibilities, since it will only have a positive impact at the local level,' Carozza said. 'That would be my expectation to keep that on track and to keep it moving.' SUPPORT: YOU MAKE OUR WORK POSSIBLE
Yahoo
30-04-2025
- Yahoo
State faces potential loss of $232.1 million in federal funds, less than feared but still worrisome
Krishna Tullar, deputy state superintendent for the Office of Finance and Operations, gives update on state funding to the Maryland State Board of Education on April 29. (Photo by William J. Ford/Maryland Matters) The good news is that the state's schools are not going to lose $418 million in federal funding they feared was lost last month when federal officials abruptly announced they were clawing back unspent pandemic recovery funds. The bad news is that the state could still be out $232.1 million, the Maryland Board of Education was told Tuesday. The confusion came after school officials received a letter last month from the U.S. Department of Education, informing states that the Trump administration would cancel Biden administration extensions that would have given schools until next year to spend down any remaining COVID-19 recovery funds. That letter, from U.S. Education Secretary Linda McMahon, came in an email on Friday, March 28, at 5 p.m., which said the cancellation would take effect immediately. It said the federal department would consider reimbursing states, but only under narrow provisions. 'This took us off guard, needless to say at five o'clock on a Friday,' said Maryland State Superintendent Carey Wright. In the confusion, state officials estimated that as much as $418 million could be at stake for state schools. Now, they say, the number is closer to $232.1 million. Krishna Tullar, deputy state superintendent for the department's Office of Finance and Operations, summarized from a chart that more than half of that amount, $144.9 million, comes from the third, and final, iteration of the American Rescue Plan's Elementary and Secondary School Emergency Relief, or ARP ESSER, program. SUBSCRIBE: GET THE MORNING HEADLINES DELIVERED TO YOUR INBOX The remaining $87.2 million came from earlier versions of ESSER and from other pandemic-response funds. It was slated for uses such as mental health services, professional development for teachers and for students experiencing homelessness, like residing in transitional housing. Donna Gunning, assistant superintendent in the department's division of financial planning, operations and strategy, said the federal government has not reimbursed the state for at least $127.5 million that has already been allocated. Another $104.6 million is money not reimbursed to the state's local school systems. Gunning said about $56.7 million of the school system money has been designated as 'encumbered' and not spent by the school systems also called local education agencies, also known as LEAs. Board President Joshua Michael summarized how local school districts will be affected if they are not reimbursed by the federal government for the millions they have spent. 'That could mean salaries for 2,000 teachers next year. It could mean 12,000 students in our pre-K program. We will have to come up with this money,' he said. 'These are real dollars.' Without schools being reimbursed, certain projects or educational programs must immediately stop. Board Vice President Monica Goldson said many local school systems 'were counting on receiving that reimbursement in their FY '26 budget.' 'And now they've been informed that they're not. Then those cuts at the local level could be even more extreme than they are right now,' said Goldson, former CEO of Prince George's County public schools. 'I just want everybody to understand that we are falling off of the cliff quickly.' Gunning said the state asked the federal department to reconsider its funding, but the only response received so far is that the reimbursement request for ESSER funding had to be resubmitted in another format. Board member Rachel McCusker asked if there's any indication when federal officials will inform the state of a decision. 'We are not aware of any state having received an approval since this decision,' Tullar said. Because of the federal government's decision, Attorney General Anthony Brown (D) joined other attorneys general in a lawsuit earlier this month against the federal agency to prevent it from arbitrarily changing its position so the states can continue to access the money that 'provides essential support' for students.
Yahoo
06-04-2025
- Yahoo
Florida Senate targeting ‘High Stakes' testing in schools
The Florida Senate on Thursday passed a wide-ranging education bill that includes eliminating a requirement that high-school students pass algebra and language-arts tests to earn standard diplomas. Senators unanimously approved the measure (SB 166), which would represent a major change after years of Republican leaders saying test requirements are an important part of evaluating student performance and holding schools accountable. Some senators, however, said Thursday it was time to move away from 'high stakes' testing. 'If all they (students) learn how to do is take a test, then I think we have failed in our education system,' Senate Education Pre-K-12 Chairman Corey Simon, a Tallahassee Republican who is sponsoring the bill, said. Halfway through this year's legislative session, it remains unclear whether the House will take up the proposal. Under current law, students must pass Algebra 1 and English-language arts standardized tests to earn standard diplomas. The bill would require that a student's performance on the English-language arts assessment make up 30 percent of the student's course grade — similar to an already-existing requirement for Algebra 1. Among other things, the bill would make a change in requirements for third-grade students to be promoted to fourth grade. It would expand what are known as 'good cause exemptions' for students who do not meet a test requirement. Many Republican leaders, dating back to when Jeb Bush was elected governor in 1998, have said testing is a critical part of measuring student and school performance. But Simon pointed to changes that have occurred in recent years, including a decision in 2022 by lawmakers and Gov. Ron DeSantis to use what is known as a 'progress monitoring' system that tests students three times a year to measure how they are advancing. That decision eliminated the Florida Standards Assessments standardized tests. Simon said the progress-monitoring system gives educators years to evaluate students, as opposed to relying on individual tests to determine whether they should get diplomas. He said progress monitoring provides accountability. Senators pointed to easing what Sen. Carlos Guillermo Smith, D-Orlando, described as 'so much stress and anxiety around these standardized tests.' Simon said the bill would bring balance. 'Its focus is the total child, not just the child who's going to be able to take a test,' Simon said. But as the bill moved through Senate committees, the Foundation for Florida's Future, an influential education group that Bush founded, opposed the measure. 'Public school deregulation remains a worthy goal, but reducing high school graduation requirements and weakening the state's fourth grade promotion policy isn't the way to get there,' Patricia Levesque, executive director of the foundation, said in a February statement. 'These proposals will make it harder for parents and teachers to know if kids are reading at grade level or if they're ready to take the next step after high school.' Click here to download our free news, weather and smart TV apps. And click here to stream Channel 9 Eyewitness News live.
