CAMBRIDGE, Mass. — Parent Janina Matuszeski praises the diversity and quality of teachers in Cambridge Public Schools, yet she highlights a shortfall in math education for her eighth-grade twins.
“Both my kids have been bored in math for many years,” explained Matuszeski, a consultant and former Harvard lecturer. “They’ll learn a concept quickly, yet the class lingers for two more weeks.”
Cambridge’s decision to place all eighth graders in Algebra I, a move initiated last fall, has been met with enthusiasm from parents like Matuszeski, aiming to bridge educational gaps previously widened by external algebra classes. This change targets a crucial educational debate: the appropriate pace for advancing middle school math students.
While offering Algebra I in eighth grade is seen as crucial for students aiming for STEM careers, it’s controversial. Critics argue it leads to academic tracking, dividing students by perceived ability and potentially deepening racial and socioeconomic divides.
Many districts, like San Francisco, eliminated eighth-grade algebra but faced backlash, prompting policy reversals. Cambridge seeks a balanced approach, aiming to provide advanced math opportunities without reintroducing tracking, suggesting a model for other districts.
The rollout faced challenges. Some educators felt it was rushed, and a significant number of students will retake Algebra I due to insufficient performance. The district acknowledges ongoing conversations with teachers to refine the implementation.
Thurston Domina, an education expert, describes deciding when students should take algebra as “a really hard problem,” reflecting broader challenges in educational pacing and expectations.
Related: One state tried algebra for all eighth graders. It hasn’t gone well
The district previously had two math tracks but faced criticism for exacerbating racial and economic divides. In 2019, tracks were removed to give all students access to accelerated learning, a plan disrupted by the pandemic.
Recent policy changes sparked a debate, influencing school board elections. Elizabeth Hudson, advocating for advanced math, was elected, prompting the district to commit to Algebra I for all eighth graders by the 2025-26 school year.
Cambridge’s approach includes extra support like dual math classes and additional teachers, yet some students find the pace overwhelming. Parents express mixed feelings about how the district balances advanced opportunities with broad accessibility.
Related: Eliminating advanced math ‘tracks’ often prompts outrage. A few districts buck the trend
Students recently received recommendations for high school math courses. Some will repeat Algebra I, but others, like Isabella Montana, see the exposure as beneficial, offering more options for advanced math in high school.
Educators express concerns about the rollout’s rushed nature and lack of clear goals, questioning the district’s strategy in promoting equity without sacrificing individual student needs.
Related: After fights over social studies standards, conservative activists come for math
Superintendent David Murphy acknowledges the complexity of deleveling and remains open to revisiting tracking in middle school math. Parents like Matuszeski continue to navigate the balance between community needs and individual student advancement.
Contact editor Caroline Preston at 212-870-8965 or preston@hechingerreport.org.
This story about 8th grade math was produced by The Hechinger Report, a nonprofit news organization focused on education inequality and innovation.
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