Pond Middle School Math Course Pathways and Placement
On behalf of our BOE slate, Barbara Gould made a public comment during the June 25, 2024, BOE meeting focused on student programming related to the math curriculum at Pond Road Middle School. The current math placement rubric disproportionately relies on standardized assessments (Linkit and IReady) and this restrictive criteria can lead students to a math course that would ultimately prevent them from reaching their fullest potential. One of the best predictors of future academic success is current academic performance - Students who consistently excel in their math courses should be allowed to advance based on this track record. Please take a moment to read the full statement and consider next actions.
Below you can read Barbara’s full statement:
“Five different parents reached out for support with their concerns about the Math Placement process and pathways for students at Pond Road Middle School. Although each student’s story was unique, all had a similar theme: restrictive criteria with an overreliance on the standardized assessments Linkit and IReady led their children to a math course that would ultimately prevent them from reaching their fullest potential. As an experienced educator and administrator, I want to share my thoughts.
Parents have reported that the district justifies using standardized tests as the “only objective measure” of student success in higher-level courses, due to perceived inconsistencies in teachers' grading practices. Extensive research indicates that standardized assessments can be influenced by external factors such as test preparation, anxiety, test bias, and socioeconomic differences. These tests often exhibit racial and socioeconomic biases and show performance discrepancies based on gender (see research below). Additionally, well-resourced students have greater access to test preparation, tutoring, and educationally rich experiences that provide an advantage over other students. Consequently, relying only on standardized assessments for student identification may exacerbate socioeconomic and racial/ethnic disparities, further widening the achievement gap within the district. A more holistic and equitable approach to student identification is essential.
One of the best predictors of future academic success is current academic performance. Students who consistently excel in their math courses should be allowed to advance based on this track record. High-performing neighboring districts, like WWP, use course grades for placement and have successfully implemented inclusive math programming, with 93% of 8th graders enrolled in Algebra I or Algebra I Honors. Research from University of Chicago indicates that GPA is a stronger indicator of college success than standardized tests, as earning good grades reflects consistent academic behaviors and sustained academic effort.
As a short-term goal, I would recommend the district and the Education Policy Committee of the Board should revise the Program of Studies to include a waiver process for the middle school course sequence similar to the high school course waiver process. At the high school level, students who do not meet the eligibility requirements for a particular course are permitted to submit the course waiver form. Given the significant impact of middle school math courses on future HS math and science sequences, this is crucial. Math and science enrollment are tied together in the sequence at the HS. Restricting access in middle school will impact the number of students eligible to take advanced AP courses in science and math, calculus, etc.
For long-term goals, I suggest establishing a stakeholder committee to conduct a math program review, revise the placement criteria to include multiple measures, update the math sequence and curricula to align with the new NJLSA Standards, and provide comprehensive professional development for teachers. These steps will support increased student achievement and ensure that all learners have the opportunity to reach their fullest potential.
Thank you for your time and consideration.
Some studies to consider:
Carly Berwick, "What Does the Research Say About Testing?," edutopia.org, Oct. 25, 2019
Next Steps Parents and Caregivers Could Take
Email the Superintendent, Jeff Gorman, gorman.jeff@robbinsville.k12.nj.us , BOE members oehlberg.peter@robbinsville.k12.nj.us; pierro.jeffrey@robbinsville.k12.nj.us; bandukda.nadia@robbinsville.k12.nj.us; gulati.jai@robbinsville.k12.nj.us; hilldangelo.amanda@robbinsville.k12.nj.us; howard.arthur@robbinsville.k12.nj.us; lehmann.tanya@robbinsville.k12.nj.us; nandan.raghu@robbinsville.k12.nj.us; ray.anthony@robbinsville.k12.nj.us and other administration Wisniewski.stephen@robbinsville.k12.nj.us; defazio.kristy@robbinsville.k12.nj.us
Please request consideration for a middle school waiver into the desired course, similar to the waiver process in the High School Program of Studies which can be found on page 7 RHS Program of Studies 2024 - 2025 Posted.docx.
If the above process does not yield any changes, please note the following procedures below for filing a formal complaint with the Board of Education. Undergoing this formal process could lead to filing with the Commissioner of Education. https://www.straussesmay.com/seportal/Public/DistrictPolicy.aspx?policyid=9130&id=24fdaf89c76f4d8489796f9cf49fc66e
Contact the Interim Executive County Superintendent, Mr. Daryl Minus-Vincent, mercer@doe.nj.gov or 609-588-5877, press 5.