California’s contentious road to approve a new set of statewide guidelines for teaching math has led to the daunting task of supporting school districts with implementation. The 2023 math framework, a 1,000-page document, was passed in July by the State Board of Education after four years of work, despite controversies and disagreements.
Efforts are now underway to put the framework into practice across the state. However, the state has not allocated funding for implementation, which is consistent with past protocols. According to Mike Torres, the director of curriculum frameworks and instructional resources for the Department of Education, the absence of specific funding for professional development is not unusual. Therefore, it is up to district officials to find ways to finance their own professional development activities.
However, State Superintendent Tony Thurmond has expressed intentions to introduce legislation for funding professional development for math and reading teachers. The proposed funds could amount to $500 million and would provide support for educators, addressing the lack of financial resources for training.
Despite the lack of funding support, the California Department of Education is working with various organizations to address the implementation of the math framework. Collaborating with the California Mathematics Project, California County Superintendents Curricular and Improvement Support Community, California Math Council, California Teachers Association, and county offices of education, efforts are being made to lay out a plan for framework rollout.
The issue of equity in implementing the new framework poses a significant challenge. With 939 school districts in the state, all with unique needs and resources, ensuring equitable access to support educators in teaching mathematics is crucial.
The California Mathematics Project is seeking to replicate successful strategies utilized during past framework rollouts. Furthermore, several organizations, such as the UC Irvine Math Project, have integrated elements of the math framework into their curricula for the past decade, providing additional support for teachers.
Despite the progress, hurdles remain, as many districts continue to lack the necessary support for implementing the new guidelines. Upcoming legislative initiatives and collaboration between various organizations and educational institutions signal a renewed focus on addressing the shortcomings in math education in California. There is hope that these efforts will lead to positive changes in student achievement and unlock the potential for a new era of mathematics education in the state.
