California and the rest of the country often overlook the needs of English learners, despite being one of the largest student groups. California alone has over 1 million students learning English as a second language, and this number continues to grow. Unfortunately, the academic performance of English learners has remained stagnant over the past two decades. According to the National Assessment of Educational Progress (NAEP), only 4% of eighth-grade English learners are proficient in math, compared to 29% of non-English learners. Similarly, NAEP reading scores show that only 10% of fourth-grade English learners are proficient in reading, while 37% of non-English learners in the same grade are proficient.
One of the key reasons for this academic disparity is the lack of instructional materials tailored to English learners. Most textbooks used in classrooms, while rigorous and aligned with state standards, do not provide the necessary cultural relevance and language support for students learning English. A survey found that 82% of teachers feel that their current materials do not adequately reflect the academic rigor needed for English learners.
California now has an opportunity to address this issue. The State Board of Education is set to release its first math adoption list of state-approved curricula since 2014. This list will recommend math instructional materials that align with California’s revised math framework. By recommending materials that cater to the needs of English learners, the state can make significant strides in making the math curriculum more accessible to all students.
It is a common misconception that mathematical concepts are universal and do not require language support. However, language plays a crucial role in math instruction, and materials that incorporate language support can benefit all learners. By focusing on the needs of English learners in the recommended materials, California can improve the academic experience for all students.
Curriculum adoption may seem technical, but it is vital for promoting equity, especially for English learners. Quality instructional materials serve as a foundation for instruction, enabling teachers to connect with every student in their classroom. Unfortunately, many classrooms, particularly those serving English learners, fall short in providing this foundation. California districts with higher percentages of English learners are less likely to have adopted a new math curriculum, waiting for the state adoption list before making a decision.
To ensure the adoption process is effective, state leaders should provide guidance and resources to help districts select math curricula that support English learners. By establishing clear, research-based criteria focused on meeting the needs of all learners, districts can make informed decisions that benefit their students.
Many districts are facing financial challenges, which may limit resources targeted towards English learners and other marginalized groups. However, the selection and adoption of instructional materials are likely already included in district budgets. By choosing an inclusive curriculum, district leaders can promote equity without significant additional investment. This approach is more cost-effective than supplementing or modifying curriculum later on.
Teachers often spend their own money on supplemental materials to fill gaps in existing curricula, which is unsustainable and inequitable. By adopting inclusive materials and supporting teachers in implementing them, districts can reduce these additional costs and provide a more cohesive learning experience for all students.
California has a strong vision for math education, and there are opportunities to transform classroom instruction. Districts with high English learner populations must advocate for better options for their students and lead the way in developing and adopting instructional materials that support all students.
It is time to invest in educational resources that reflect the diversity of our student population in California and across the country. By prioritizing the needs of English learners and adopting inclusive materials, we can create a more equitable and effective learning environment for all students.