OPINION: 'Too often I hear conversations and arguments that imply the potential benefits of schooling are finite, distributed among children in ways that presume that if some children receive greater benefits, other children must receive less.'
Should San Francisco public schools continue to detrack math learning — rather than reintroduce accelerated classes for some students — and provide high-quality, student-centered learning experiences for all SFUSD students in heterogeneous math classrooms? I advocate they should.
I remember the moment my daughter learned from SFUSD that Black people are not expected to be smart in math. She was in fifth grade. She, her father and I were sitting in her school cafeteria during back-to-school night, and the principal was talking about school priorities. She shared scores from recent statewide tests and said that the “gaps” between Black and brown students at the bottom and White and Asian students at the top were unacceptable.
I know that we are fortunate she got to fifth grade before hearing this message, and that this was due to the work her SFUSD school had done to create a space where she could learn math as herself, joyfully, with her classmates. Indeed, because of SFUSD’s groundbreaking work to de-track mathematics, she has largely avoided having to choose between being a math learner and being herself, or being “smart” and being Black.
What I want for my daughters is what I want for all children — for them to get to be their full, complex, beautiful, brilliant selves at school. To be seen for all that they are. To be celebrated. To be in community with other children who are getting to be their full, complex, beautiful, brilliant selves. To learn rigorous and interesting mathematics joyfully in community with students with different backgrounds, life experiences, strengths and preferences.
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