P1 1WHEREAS, Pupil achievement in mathematics is important to
2prepare pupils for college and their future careers, especially those
3careers in the fields of science, technology, engineering, and
4mathematics (STEM); and
5WHEREAS, A pupil’s 9th grade math course placement is a
6crucial crossroad for future educational success. Misplacement in
7the sequence of mathematics courses creates a number of barriers
8and results in pupils being less competitive for college admission;
9and
10WHEREAS, The most egregious examples of mathematics
11misplacement often occur with successful pupils and,
12disproportionately, with successful pupils of color. These
13successful pupils of underrepresented populations are achieving
14a “B” grade or better, or are testing at proficient or even advanced
15proficiency on state assessments, but are, nevertheless, held back
16to repeat 8th grade mathematics coursework rather than advancing
17to the next course in the recommended mathematics course
18sequence; and
19WHEREAS, Mathematics misplacement can not only have
20far-reaching impacts on a pupil’s confidence, general knowledge
21of mathematical concepts, and high school experience, but it can
22also impact the college and career opportunities available to that
23pupil; and
24WHEREAS, Many incoming freshman high school pupils,
25particularly pupils of color, are affected by mathematics
26misplacement; and
P2 1WHEREAS, New research shows that it is less common for
2pupils of color, even high-achieving pupils of color, to enroll in
312th-grade calculus compared to their peers; and
4WHEREAS, All pupils, regardless of race or ethnic background,
5deserve an equal chance to advance in mathematics; and
6WHEREAS, With the shift towards implementation of
7increasingly complex mathematics standards, it is particularly
8important that all pupils have a high-quality mathematics program
9that meets the goals and expectations of these standards; and
10WHEREAS, With these increasingly complex mathematics
11standards, it is crucial for teachers and guidance personnel to advise
12pupils and parents about the importance of accurate course
13placement and its impact on future college eligibility so that a pupil
14can take each of the courses in the mathematics sequence; and
15WHEREAS, California faces a looming shortage of
16college-educated workers in an increasingly competitive global
17economy; and
18WHEREAS, Mathematics misplacement must be addressed to
19ensure the success of all students; now, therefore, be it
20Resolved by the Senate of the State of California, That local
21school boards are asked to develop, adopt, and monitor a fair,
22objective, and transparent mathematics placement policy; and be
23it further
24Resolved, That such a policy should do at least all of the
25following:
26(a) Systematically take multiple objective measures into
27consideration, such as diagnostic placement tests, statewide
28assessments, pupil grades, and pupil work.
29(b) Include multiple progress check points throughout the
30academic year to permit reevaluation of progress.
31(c) Require periodic examination of pupil placement data to
32ensure that there is no disproportionate impact in the course
33placement of pupils by race, ethnicity, or socioeconomic
34background.
35(d) Be readily available to pupils and parents, and offer clear
36recourse for pupils and parents who
question placement decisions.
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