Last year, my seventh-grade class worked on creating at-scale drawings of cost-efficient cabins for an outdoor education camp. Using three-dimensional figures and proportional reasoning, my students were tasked with designing and producing piñatas that met specific volume and surface area constraints. We tackled challenging problems, such as determining the amount of sugar needed for a given quantity of flour, which required higher-level thinking and perseverance.
The results were impressive. The number of students in my class who did not meet the standard on the state test was the lowest in nine years, and the number of proficient students doubled compared to the previous year. What’s remarkable is that my students were not part of an honors math class; they were a diverse group representing our student population, with 89% Hispanic or Latino, 24% multilingual learners, and 81% from socioeconomically disadvantaged backgrounds.
One student, Luciana, stood out. Initially shy and reserved, Luciana gradually emerged from her shell throughout the year. She made significant progress in mathematics, raising her score by two band levels and achieving proficiency in seventh-grade math. Her transformation was a testament to the potential that every student holds when given the opportunity.
Mathematics is a subject often marked by tracking, where students are placed in different classes based on perceived ability. This practice has historically disadvantaged certain student groups, such as Black, Latino, and low-income students, who are underrepresented in advanced math courses. On the contrary, students from more affluent backgrounds, typically white and Asian students, tend to dominate these programs.
This inequity is perpetuated by various factors, including disparities in school funding and resources, which impact the availability and quality of advanced math courses in schools serving low-income communities. Research indicates that these schools require additional support, experienced teachers, and challenging curricula to promote success in advanced courses.
However, this tracking system is detrimental to all students. It widens the achievement gap between minority students, low-performing students, and those from low socioeconomic backgrounds. Instead of segregating students based on perceived abilities, all students should have access to high-quality math instruction that fosters meaningful learning experiences and promotes success.
As a member of a committee tasked with revising the math framework in California, I have come to realize the importance of redefining what it means to have an inclusive math classroom. The California Common Core State Standards emphasize the need for deeper understanding beyond mere recall and procedural fluency.
My experience with my students reinforces the belief that every child, regardless of background, is capable of excelling in math when provided with engaging and high-quality instruction. By creating a learning environment that values problem-solving, collaboration, and high expectations, I witnessed my students rise to the challenge.
It is crucial for our educational system to move away from limiting students based on stereotypes and instead embrace inclusive teaching practices that unlock every student’s potential. Every child deserves the opportunity to succeed, and my classroom serves as a testament to the fact that with the right approach, all students can thrive.
Rebecca Pariso is a seventh-grade math teacher at EO Green Junior High School in Oxnard and a Teach Plus California Senior Policy Fellow.