Math Pathways

HSD updated their math pathways in response to: 

1. New math standards issued by ODE (2021)
2. Updated guidance on how these standards should be taught in high schools.  (pg. 9)
3. Work done around the state in other districts.  

HSD started conversations in the 2022-2023 school year, a full year and a half before any decision was made on what pathways would look like in our district. To help make the decision, over 4000 students were surveyed about their experiences in math and over 50 interviews were conducted to get more information from these students.  Every secondary math teacher had multiple opportunities to give their input (in surveys and in person).  We also asked for input from every administrator in the district, surveyed school counselors, and discussed options with district specialists. We even looked outside our district and got feedback from systems inside and outside of Oregon.  After all these conversations were completed, the clear consensus was to offer a pathways map that optimized success in 9th grade while concurrently providing students with multiple opportunities to access the math that would be most relevant to their post-secondary goals. 

The new Math Pathways program has a strong emphasis on foundational skills and core mathematical content and practices, allows for greater alignment with our broader Career and College Pathways (CCP) program, enhances relevancy for students, and better prepares students' for their desired post-secondary plans. 

Before the revisions, Oregon high school math classes were asked to cover 160 standards in three years, regardless of postsecondary goals and how those standards connected to them.  Revisions in the core standards reflect work around coherence and thoughtful progression, so that students are getting core mathematical concepts in 9th and 10th grade that support all postsecondary goals, leading to a 3rd year that's connected, relevant, and rigorous.  This included an overall reduction in geometry standards, an increase (and emphasis) in data reasoning standards, and a thoughtful progression from middle school to high school algebra content. 

Important math topics are still included in the high school classroom; they're located in the various junior and senior year pathways options available to our students. You can read more about how the standards were changed in the crosswalk portion of the standards document from ODE. 

If a student demonstrates proficiency in most of the grade-level math standards, then they can advance under our HSD Single Subject Advancement Process for K-8. This policy can be applied to any course in HSD, including math.  As the policy indicates, the process is initiated by contacting the student's teacher. After data is collected, an assessment is administered, and all of the evidence is considered in deciding if a grade-level math advancement is appropriate for the student. If the student is advanced, they are placed into mathematics at the next grade-level. 

ODE and HSD both track the progress of ninth-graders toward graduation readiness (9th grade on-track metric). Providing common and predictable experiences at ninth grade is one way we support this process. Extensive research out of the University of Chicago supports much of the work that HSD has adopted to define the ninth-grade experience. Teachers will differentiate as needed for students at varying proficiency levels. 

HSD plans to offer Algebra 1 at the middle school level for the foreseeable future. 

At the present time, Data Reasoning and Geometry will only be offered at high schools, including HOA.  If a middle school student needs access to this course, the student's school will work with the student and their family individually. 

For many years, our system (nationally) depended on early identification and acceleration in order to make it possible for students to take Calculus before high school graduation. Data shows that these early identification systems often created unintended outcomes. That said, Calculus is an important class for students who plan to access STEM programs in college.  In order to provide access for any student that might benefit from it, and in alignment with the ODE literature on updated pathways, HSD will be offering students an additional opportunity to advance in high school.  Therefore, it's not necessary for a middle school student to know their post-secondary trajectory in anticipation of what courses might be best for them in high school.  

If it was decided that your student is not yet ready for a grade-level advancement in math, then this means they need additional time to become proficient in the standards. The K-8 standards include topics in data reasoning and geometry that are sometimes overshadowed by the procedures and techniques needed for algebra, but students who skip these sometimes struggle in later coursework. Your student should be challenged when learning these standards. If something is review for your student, teachers will differentiate so that the student can spend time learning the topic more deeply.  Deep understanding of grade-level standards will make students more successful in math long-term, while putting them in a better position to advance later in high school (should they choose).

Most advanced math students are advanced by one year, which means they complete 8th grade math during their 7th grade year.  These students will take Algebra 1 in 8th grade, Data Reasoning and Geometry in 9th grade, and then they'll select their pathway a year early  (in 10th grade). Their choices will include Data Science, Algebra 2, or Precalculus. 

If the student is advanced by more than one grade-level, the student's school will work with the student and their family to access the most appropriate math placement. 

Yes. Students on the common pathway will start with the core two courses (1/2 credit of Data Reasoning, 1/2 credit of Geometry, and 1 credit of Algebra 1). Their third year will be the first opportunity for them to make a choice from our pathways options that best support their post-secondary goals.  Students are encouraged, but not required, to take a 4th year of math. In general, 4-year university programs prefer that high school seniors take a 4th year of math in preparation for college. 

Oregon Diploma requirements include three credits of math at a level of Algebra 1 or higher. Pre-Algebra in high school would not count as a math credit and does not support a student staying on track toward graduation. Instead, our high schools provide additional "just in time" supports when they are having trouble accessing the grade level standards. This acceleration model (instead of remediation) is supported by research and books like "Learning in the Fast Lane" especially post-pandemic. It's vitally important that all students have access to grade-level content if we want to support long-term success and graduation. 

Data reasoning refers to standards that are present in K-10 math.  Data Science is a stand-alone course offered as a +1 option after students have completed the core high school math (including all of the data reasoning standards). 

In a review of the Geometry standards from the ODE guidance document, we noticed that there isn't a single high school algebra standard listed as "preceding pathways content." There are Geometry standards listed there (meaning that some geometry topics are needed as a foundation for other geometry topics). There are also some algebra topics listed under "cross domain connections" (which means they can be used to reinforce one another).  However, all of the algebra necessary for geometry is actually taught during middle school (or before).  If we decide that there are certain algebra topics that are best taught within the context of geometry, or perhaps before, we will adjust our district-wide scope and sequence to reinforce the content needed for success in geometry during 9th grade.  

State assessments are aligned to state standards, so HSD's adherence to grade-level standards will support student success on Oregon's grade-level assessments.  Similarly, Oregon's standards are aligned to national  standards, which means our pathways should prepare students for any national test as well. In terms of the SAT and ACT, a greater emphasis has been placed on data reasoning, so the inclusion of these standards in high school should better prepare our students for success on these exams. 

Four-year universities agree that students who are interested in STEM should have access to precalculus and (if possible) calculus prior to enrollment. Nationally, around 10% of our population is in a STEM career, so we should reasonably expect that around 10% of our students should access the Calculus pathway (perhaps more if you consider industry partners).  Unfortunately, that's not our current reality.  To increase access to this pathway, we're eliminating artificial barriers like the necessity of advancement during middle school.  Over time, this should increase the number of students who have access to (and take advantage of) calculus. 

While core high school math creates a foundation that can support any number of goals, 11th and 12th grade options (10th for advanced students) are primarily focused on supporting student success in specific post-secondary targets.  As your student plans their course progression, counselors and math teachers will come alongside them to help them make choices that will best support their future.  While considering what courses HSD should make available for students, we prioritized access and flexibility.  We think about the pathways options as trails instead of tracks - tracks are rigid and hard to jump, while trails allow students some flexibility. In preparing students for college and career, HSD is offering multiple opportunities for college math credit (AP/IB programs, Dual Credit Precalculus, and Dual Credit Math 105z).  Additionally, classes like Data Science and Algebra 2 can act as a launch pad for these courses, in addition to satisfying the requirements for admission to college or technical programs, and preparing students for lifelong mathematics use.  Individual high schools will continue to have the option of adding math courses that meet the needs of their student populations. 

As part of the redesign in HSD, we looked for ways to: 

1. Offer college credit broadly so that all students pursuing 4-year degrees can leave HSD with some college math credit. 
2. Offer multiple pathways through college preparatory coursework so that students with varied interests could earn admissions to a 4-year program. 

In the state of Oregon, students who seek admission to a public university can fulfill requirements through any of the 3rd year options (Data Science, Algebra 2, or Precalculus).  If a student has a postsecondary goal that includes admission to a STEM program, private school, and/or public university outside of Oregon, then they may need to select a specific 3rd year option that satisfies those admissions requirements.  

One thing that is common among all 4-year programs is that they prefer students to have four full years of math to be a competitive applicant.  By offering more options for 4th year math, including a dual credit course that fulfills credit for arts and humanities majors, we provide students with multiple pathways towards the goal of a 4-year degree.

Starting in the fall of 2024, admissions language (for Oregon public universities) has changed. Algebra 2 is no longer required for admission and students can elect to take Data Science (and other options) instead.  Similarly aligned work is also happening all over the country. That said, the goal of the pathways is to support secondary decision making that leads to students getting closer to their post-secondary goals.  While your student can gain access to a state university with one set of math requirements, they will need another set for access to a STEM major.  As part of their high school experience, students work with counselors to create 4-year plans, review post-secondary programs, and consider their college and career plans beyond HSD.  Their math coursework will be aligned with this.  We encourage students and their supporters to regularly review their post-secondary goals, research the steps needed to reach them, and connect with their schools if they need additional information. 

Math 105z (Math in Society) is a course that's widely offered at all of Oregon's public colleges and universities.  While each institution uses it a little differently, it supports the math requirements for a number arts and humanities programs. For example, at Portland State, Math 105z satisfies the requirements for a Bachelor of Science.  At Portland Community College, Math 105z satisfies the requirements for the Associate of Arts Oregon Transfer Degree.  It's a good course for students who are exploring their college options, think they may want to major in a humanities program, and/or plan to attend an Oregon institution that will require this course as part of that degree program.  

As recently as just a few years ago, Oregon's public colleges and universities had a hierarchy of math courses with numbers below 100.  Admitted students would need to test into their required course or complete this hierarchy before accessing the courses needed for their degree program.  In the last decade, research has uncovered that these remedial courses don't result in access to college level math and actually act as a barrier to access.  In response, there has been a call for re-imagining math pathways in college that's been answered nationally.  In Oregon, this work has resulted in a re-evaluation of the math needed for various majors and a re-working of pre-requisites for Precalculus and Calculus. 

At PSU, they're piloting a co-requisite model for Math 111 (Precalculus). Students who are missing prerequisite skills can enroll in Math 111 and take an extra lab course that will provide them with additional support. 

At OSU and UO, students can opt to take a 100 level prerequisite course if they don't test into their required math course. 

Community colleges are also re-evaluating their pathways. 

Across the state, a survey of major requirements demonstrates that Precalculus and Calculus coursework is generally only required for STEM and Business programs.  Other programs require a mix of general mathematics, statistics, or no math at all. 

For students who are in high school now, the math needed to support the successful completion of a college degree has changed.  Algebra 2 is no longer a universal requirement.  That said, it will support the post-secondary goals for some students, which is why it's still an offering at HSD. 

To access Calculus in college, a student must either take the prerequisites or take a placement exam.  If a student demonstrates proficiency in the necessary prerequisite skills, even if they didn't take specific courses prior to Calculus, they will be allowed to take a Calculus course.  However, in high school we ask students to march through a specific sequence of courses regardless of their proficiency and experience. 

Student feedback in surveys and empathy interviews indicated that some students found their Algebra 2 experience helpful, others found it incredibly challenging, and a third group found a significant amount of redundancy between Algebra 1, Algebra 2, and Precalculus.  This is aligned with what's being experienced nationally - different students need different things to achieve their individual goals.  We need to actively re-examine the roadblocks we put in their way if we want to create opportunity for all. 

What we're really concerned with here is ensuring that the topics needed for Precalculus and Calculus are taught in a purposeful progression so that students who choose to advance in high school can do so successfully.  In meeting the needs of all our students, HSD math teachers will engage in this work and offer a viable advanced pathway, while also continuing to offer Algebra 2 as an option. To support us, there is work currently underway at the state level and in districts from around the state who are working on the same goal. 

Most high school math teachers have an advanced math endorsement and they're highly qualified to teach any and all high school math courses.  Some teachers (AP and IB) may need additional training to teach those courses, but that is mandated by the organization.  Dual credit teachers have a separate credentialing process that's dictated by the partnering college or university program; completion of those requirements is elective and not a consequence of the pathways.  

A small number of our high school math teachers have a foundational math endorsement, which means they only teach Algebra 1.  These teachers might also teach in other subject areas within their high school under another endorsement.  If they teach Data Reasoning and Geometry during the implementation year (2025-26), they will have the option of pursuing the advanced math endorsement during that year.  If they don't complete that endorsement, they will return to Algebra 1 (and/or their other endorsed area) during the 2026-27 school year.