All students, regardless of future career paths, need a solid foundation in math to understand data and make good decisions as a consumer and member of our community. But while all students can succeed in math, not all students have received equitable access to quality support in math instruction. According to recent statewide assessments, the percentage of Black and Latinx students at grade level in math declined multiple points – a situation that should be so alarming to us as a state that one expert recently dubbed it a “five alarm fire”.

California revises curriculum frameworks every 7-10 years to reflect the latest research on teaching and learning. This year, the California Department of Education is updating its guidance around teaching math with the goal of bringing it into the 21st century. At the same time, the state legislature is considering bills that address numerous K-12 issues – including AB 2565, which would strengthen the state’s and local school districts’ abilities to offer high-quality professional development for STEM teachers, aligned with California’s curriculum frameworks for mathematics and science.

The EdTrust-West has long held that we must prioritize equity in the adoption of the math curriculum framework, and toward that end have walked alongside a diverse group of educators and advocates who are calling for common-sense reforms in the way that we teach math and also in the way that we support math educators. We know that research shows students learn better when curriculum is relevant to their lives, and providing up-to-date professional development and resources for teachers is crucial. This makes it all the more important for our curriculum, and the way we support teachers in implementing this curriculum, to center equity.