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Mathematics

NAACP�May 20, 2026�

Mrs. Niki T. Porter, Chief Academic Officer

Mrs. Jennifer Loznak, Secondary Math Supervisor

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Objectives

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  • Understand the current state of math.
  • Review the data and research guiding proposed changes.
  • Understand pathways and enrollment trends.
  • Understand how changes will strengthen rigorous instruction and teacher support.
  • Recognize how students will be prepared for advanced coursework.

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“Math isn’t just about numbers — it’s about power, opportunity, and understanding the world around us.”

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Summary of Results

  • Grade 4 Math (39%): Results released in January 2025 showed a slight 2-point increase in average scores compared to 2022, though scores remain below 2019 pre-pandemic levels.
  • Grade 8 Math (28%): Also released in January 2025, these results were 2 percentage points higher than in 2022 but remained 6 points lower than in 2019.
  • Grade 12 Math (22%): Released in September 2025, this score is the lowest for high school seniors since the assessment's inception in 2005, with 45% of students scoring below the "Basic" level.

National Assessment of Educational Progress (NAEP)

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Maryland State Mathematics Proficiency

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MCPS MATH MCAP RESULTS

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How did we get here?

2009

2026

Compacting… “puts access to the depth of understanding required by the standards at risk for students moving through that pathway.” MCPS Math Audit, March 2018

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Enrollment in accelerated path declines for all student groups through 8th grade.

2019 Report - Education Resource Strategy

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Focus Group=

Black, Hispanic, FARMS

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Monitoring Group=Asian, White, Non FARMS

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Among students who take advanced math in 4th grade, not all are able to stay in this advanced pathway over time.

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If students are not selected for advanced math in 4th grade, it is difficult to access this pathway in later grades.

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Across all grade levels, enrollment in accelerated math is significantly lower for all Focus groups compared to Monitoring group students.

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Focus group students with the same performance scores as their Monitoring group peers are less likely to be placed in the advanced pathway the following school year.

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The Iceberg Problem of Unfinished Learning

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Source: Rose, J. (2019) The iceberg problem: How assessment and accountability policies cause learning gaps in math to persist below the surface... and what to do about it. In Hammond, Z. (2026) Rebuilding students’ learning power: Teaching for instructional equity and cognitive justice.

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Who is currently in Compacted 4/5 Math?

Ethnicity

Number

Percentage

Hispanic/Latino

573

15.5%

Asian

814

22%

Black or African American

534

14.4%

White

1,448

39.2%

Two or More Races

317

8.6%

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Who is currently in Compacted 5/6 Math?

Ethnicity

Number

Percentage

Hispanic/Latino

525

14.4%

Asian

805

22%

Black or African American

533

14.6%

White

1,493

40.8%

Two or More Races

288

7.9%

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Who is currently in Algebra 1 in Grade 7?

Ethnicity

Number

Percentage

Hispanic/Latino

440

13.2%

Asian

830

24.9%

Black or African American

498

15%

White

1,275

38.3%

Two or More Races

276

8.3%

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Why Change?

“When we limit access to the power of math to a select few, we limit our progress as a society,” said Vicki Abeles, the film’s direct and a former Wall Street lawyer.

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Access & Equitable Mathematics

MSDE

  • Elimination of exclusionary practices
  • 60 minute minimum
  • Multi-tiered System of Supports (MTSS)
  • Acceleration processes

MCPS

  • Grade 4 students will transition from compacted math to cluster grouping in (Fall 26) and Grades 3, 4, 5 (Fall 27). MCPS offers multiple pathways to advanced high school mathematics.
  • Elementary math has 60-minute minimum and middle school is holding.
  • Elementary FIT and Cluster Grouping. Middle School is utilizing Math 180.
  • A pathway to Algebra 1 by Grade 8 exists.

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Math Standard Progression

MSDE

  • Revised standards PreK-Integrated Algebra 2
  • Transition to Integrated Algebra 1 and Integrated Algebra 2
  • Three advanced math pathways after Integrated Algebra 2

MCPS

  • Transition to revised standards
    • PreK-Grade 8 standards, Fall 2026
    • Integrated Algebra 1, Fall 2027
    • Integrated Algebra 2, Fall 2028
  • Advanced Pathways
    • Quantitative Reasoning
    • Data & Statistical Reasoning
    • Calculus

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Assessment and Accountability

MSDE

  • Common assessments
  • Communication for students not on grade level
  • Caregiver Engagement
  • Communication twice a year on standards

MCPS

  • There will continue to be district created assessments each quarter.
  • Caregivers recently received a letter through ParentVue as an example of future communication.
  • Upcoming community meetings schedule: May 25 at Rosa Parks MS, June 2 on Zoom, June 9 at Silver Creek MS, and June 16 on Zoom.
  • Similar communication for all students on grade level & not yet on grade level

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System of Support for Educators

MSDE

  • MSDE professional learning modules
  • Licensing renewal to include Maryland Effective Math Educator course in Spring 2027
  • Implementation of instructional coaching to support effective math instruction

MCPS

  • Teachers are able to sign-up through MCPS for the MSDE module
  • MCPS is waiting for more information about the Effective Math Educator course.
  • Math Cross Functional Specialists will be supporting school with coaching support alongside coaches from Amplify Desmos Math.

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Timeline

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MCPS PreK-12 Mathematics will engage the community on May 26, June 2, 9, 16

26.27

Curriculum and instruction will change to reflect the revised math standards for K-8. State MTSS guidance will be applied to provide responsive instruction. Implement common assessments aligned to grade level standards across all schools. System approach in communication to caregivers around numeracy development progress.

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Curriculum and instruction will change to reflect the revised math standards for Integrated Algebra 1. State acceleration guidance will be applied and rolled out. 60-minute math classes K-8. Projected implementation of advanced pathways.

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Curriculum and instruction will change to reflect the revised math standards for Integrated Algebra 2.

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Future Math Pathway

2027–28

Grade 3

2028–29

Grade 4

2029–30

Grade 5

2030–31

Grade 6

2031–32

Grade 7

2032–33

Grade 8

2033–34

Grade 9

2034–35

Grade 10

2035–36

Grade 11

2036–37

Grade 10

Math 3

Math 4

Math 5

Math 6

Math 7

Math 8

Integrated Algebra 1

Integrated Algebra 2

Pre Calculus

Calculus

Math 3

Math 4

Math 5

Accel

Math 6

Accel

Math 7

Integrated Algebra 1

Integrated Algebra 2

Pre Calculus

Calculus A/B

Calculus B/C

Math 3

Math 4 w/Accel

Math 5 w/Accel

Accel

Math 6

Accel

Math 7

Integrated Algebra 1

Integrated Algebra 2

Pre Calculus

Calculus A/B

Calculus B/C

Math 3 w/Accel

Math 4 w/Accel

Math 5 w/Accel

Grade 6 Pre-Alg

Integrated Algebra 1

Integrated Algebra 2

Pre Calculus

Calculus A/B

Calculus B/C

Course Options

These are sample math pathways and not stagnant pathways. Schools will review data each year to determine the progression.

A strong foundation in Algebra is essential because it develops the critical thinking, reasoning, and problem-solving skills students need for success in higher-level mathematics, college, career, and everyday life. The Maryland State Department of Education (MSDE) identifies Integrated Algebra 1 as a Grade 9 course; therefore, students who complete Algebra in Grade 8 are already participating in an accelerated pathway. Students who take Algebra in Grade 7 are progressing two years ahead of the MSDE-designated sequence, which requires careful consideration of pacing, conceptual understanding, and long-term readiness for advanced mathematics. This acceleration also occurs in the context of students completing four additional years of mathematics in high school, for a total of six years of high school-level mathematics.

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“Mathematics is not a subject for a chosen few. It is a language everyone deserves to understand.”

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New Curriculum: Amplify Desmos Math

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  • Rigorous, standards-aligned instruction with integrated supports for all learners
  • Promotes both conceptual thinking and computation
  • Embedded differentiation, language development, enrichment to support all learners
  • Curriculum-aligned assessments for progress monitoring
  • Appropriate balance of print and digital resources
  • Ease of use with organized teacher guides and resources

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Family Communication & School Support

Daily Summary/ Practice Problem

Caregiver HUB

Answer Key

Unit Refresh Videos

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Achieving the Future State

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Cluster Grouping:

a well-established, research-supported instructional strategy designed to provide learners with appropriate challenge while maintaining equitable access and heterogeneous school communities. Unlike traditional tracking models, cluster grouping is flexible, data-responsive, and designed to allow students to move into advanced learning opportunities as readiness emerges.

RISING GRADE 4 ONLY IN 2026-27

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When will cluster grouping begin?

  • Rising fourth grade students will BEGIN cluster grouping in the fall 2026

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  • Current Grade 4/5 students will remain in their existing cohorts in the fall 2026

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  • Current Grade K-3 & Grade Level 4 will maintain the current model of instruction in the fall 2026

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  • Grades 3-5 will cluster group in 2027-2028

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Achieving the Future State

How enrichment and acceleration happens for students:

Enrichment: If the regular lesson asks them to find the area of a basic rectangle, the stretch task asks them to design a custom playground with that exact same area, but using complex shapes.

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Cohort Instructional Approach

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Grade level with consistent A\acceleration and placed in a small group cohort with like learners

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Grade-level instruction with enrichment and some acceleration

and placed in a small group cohort with like learners

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Grade-level instruction with some enrichment and placed in a small group cohort with like learners

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Grade-level instruction with consistent support and placed in a small group cohort with like learners who need tier two or three instruction

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Grade-level instruction with some support and placed in a small group cohort with like learners who need tier two or three instruction

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SAMPLE - Initial Class Cluster Groups

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Grade-level instruction with consistent acceleration and placed in a small group cohort with like learners

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Grade-level instruction with enrichment and some acceleration

and placed in a small group cohort with like learners

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Grade-level instruction with some enrichment and placed in a small group cohort with like learners

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Grade-level instruction with consistent support and placed in a small group cohort with like learners who need tier two or three instruction

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Grade-level instruction with some support and placed in a small group cohort with like learners who need tier two or three instruction

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Grade-level instruction with consistent acceleration and placed in a small group cohort with like learners

Grade-level instruction with enrichment and some acceleration

and placed in a small group cohort with like learners

Grade-level instruction with some enrichment and placed in a small group cohort with like learners

Grade-level instruction with some support and placed in a small group cohort with like learners who need tier two or three instruction

Grade-level instruction with consistent support and placed in a small group cohort with like learners who need tier two or three instruction

Class 1

Class 2

Class 3

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Grade-level instruction with some enrichment and placed in a small group cohort with like learners

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Grade-level instruction with enrichment and some acceleration

and placed in a small group cohort with like learners

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Grade-level instruction with consistent support and placed in a small group cohort with like learners who need tier two or three instruction

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Grade-level instruction with some support and placed in a small group cohort with like learners who need tier two or three instruction

These are not fixed groups. Student may move between groups and between classes as needed based on data.

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Criteria for Initial Cluster Placement - Rising Grade 4 Students

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Criteria for Initial Cluster Placement - Rising Grade 4 Students

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Transparency and Clear Communication -

Rising Grade 4 Students only

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Transparency and Clear Communication -

Website

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Thank You!

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