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<p>WHEREAS: The  National Council of Teachers of Mathematics defines algebra as “a way of thinking and a set of concepts and skills that enable students to generalize, model, and analyze mathematical situations” (<a href="https://www.frontiersin.org/articles/10.3389/fnhum.2014.00679/full#B27">National Council of Teachers of Mathematics [NCTM], 2008</a>).</p> <p>WHEREAS: Algebra I is an important gatekeeper course for STEM careers, as demonstrated by Bob Moses’ Algebra Project, and Algebra is usually the first domain in school mathematics that encourages students’ abstract reasoning; and</p> <p>WHEREAS: The opportunity to complete Algebra I prior to 9th grade, with needed supports,  must be available to all CPSD children without requiring individual families to seek out opportunities outside of CPSD; and</p> <p>WHEREAS: CPSD has a history of successfully offering Algebra I prior to 9th grade at multiple CPS schools at various points; and</p> <p>WHEREAS: The School Committee is on record with policies calling for CPSD to offer Algebra I instruction in 8th grade in 1992, 1998, 2010, 2012, and 2013; and </p> <p>WHEREAS: CPS has recently adopted and is in the process of rolling out the Illustrative Math curriculum in K-12, and the CPS Upper School Mathematics plan, which includes the integration of three Algebra I units into the 8th-grade curriculum; therefore, be it</p> <p>RESOLVED: That, by 2025, the Cambridge Public Schools will provide equitable in-school, school-year opportunities to all students to complete Algebra 1 before 9th grade. This includes broad outreach to engage families, caregivers, and educators; and be it further </p> <p>RESOLVED: That, beginning in fall 2023, the Superintendent will offer a program that supports all students to prepare to enter Algebra I in 8th grade and expands and enriches learning for those who are already performing above grade level in math; and be it further</p> <p>RESOLVED: That this plan will include an annual review of implementation that will include feedback from representative groups of educators, students, and families/caregivers, specifically including families who represent communities of color and multilingual families; and will include data that captures all student groups on math mastery to determine if all students’ needs are being met, so that we can make adjustments as needed to ensure that there are no unintended inequities in math mastery and in completion of Algebra I before 9th grade; and be it further</p> <p>RESOLVED: That, from 2023-2026, the Superintendent will prioritize providing math educators with coaching and support for effectively implementing the Illustrative Math curriculum in heterogeneous groups, to guarantee that all math classrooms provide rigorous math instruction that meets the differentiated needs of students; and be it further</p> <p>RESOLVED: That this plan will not track students in math; and be it further</p> <p>RESOLVED: That there will be multiple pathways for individual student needs to be met whether they need more time and support to master the content or to advance in the content through means such as differentiated instruction, personalized supports, or targeted intervention; and be it further</p> <p>RESOLVED: That this plan will be communicated and coordinated with CPSD elementary, upper school, and high school administrators, elementary and math educators, and curriculum leaders.</p>