On  May  24,  Princeton  Public  Schools  held  a  board  meeting to discuss plans for the next school year. One topic the board members discussed was a potential reform to the math curriculum, which is reviewed by a presentation delivered  by  Supervisor  of  Business  and  Mathematics  Stephanie  Tidwell  on  March  29.  The  presentation  also  summarized  key  points  from  Rowan  University  Mathematics Professor Dr. Eric Milou’s research.
Since  2019,  the  district  has  provided  Pre-Algebra  Accelerated classes for sixth grade students. Afterwards, students have the option to take Algebra I Part I or Algebra I  Accelerated.  This  allows  eighth  grade  students  to  end  middle  school  at  either  Algebra  I  Part  2  or  Algebra  II  Accelerated. Entering high school, freshmen have multiple math tracks that they can take depending on their academic history and future interests. This can range from revisiting Algebra I to starting with Geometry Accelerated, Algebra II Accelerated, or Pre-Calculus Accelerated. In reviewing the current opportunities, a new math committee discussed the goals of the math program. One of these directions, put forward by Dr. Milou, was to have all high school students begin at the same level — Algebra I. With this track, seniors would end with Pre-Calculus or AP Statistics. This proposal resulted in much confusion surrounding the future of the high school math curriculum. The district then addressed these rumors in a question-and-answer format.
“We maintain the fact that our intentions were never to reduce or eliminate any courses. In fact, we’re looking at how we might be able to add more courses to the sequence,” said Tidwell. “Many of you have already seen the Program of Studies for next year. There were no changes to courses. So this [meeting] was our process of collecting  information; for what we think we can do moving forward.”
In assessing the various options to improve educational equity,  the  district  consulted  Dr.  Milou,  whose  research  supported the idea of detracking the math course, saying that it could to provide all students the same opportunities in school.  He also believes that accelerated math courses in middle school forces students to rush through the material rather than reach a full understanding of the curriculum that serves as an important foundation for advanced math. 
While  there  are  currently  no  plans  from  the  district  to  remove  higher-level  math,  these  rumors  sparked  discussions regarding the importance of accelerated and AP  courses,  and  the  need  to  address  the  achievement  gap.  As  accelerated  courses have always been a part of PHS’s academic  culture,  many  members  of  the  PPS  community  have  voiced  their  disagreements with the district’s presented method.  AP  Calculus  teacher  Valerie  Rodriguez  describes  PHS  as  unique  because students are always striving to be high-achieving  and  challenged  by  their  courses,  thus  making  accelerated  and  AP courses an integral part of a student’s academic journey.
“I  think  that  allowing  the  opportunity  for  a  student  to  maximize  their  growth  in  a  class  is  a  positive,”  said  Rodriguez. “With that being said, I think we are constantly looking  to  branch  out  ...  to  find  other  areas  of  interest  that are related to mathematics that we can build rigorous courses around, so that one does not have to stay kind of stuck to the traditional pathway of math. ... Math has so many different pockets in our lives. And [if ] we can tap into different interests and passions mathematically, but also achieve the academic rigor that we’re always looking for, that would be a win for everybody.”
Aside from teachers, parents also voiced their concerns over the district’s direction with the math curriculum. A parent group formed and wrote an eight-page statement in which they detailed their disagreements with the district’s proposal, provided suggestions for moving forward, and presented overall frustrations with the board. Similar to Rodriguez,  Leonidas  Nguyen  and  Ryan  Bubb,  parents  of  PPS  students  and  writers  of  the  report,  believe  that  removing  higher-level  courses  is  not  synonymous  with  achieving equity. 
“There’s a definition of equity that we quote in our report, and at the heart of it is giving every child the support they need to reach their fullest potential. And what that means for some kids in certain subjects is they will have a knack for that subject, and will learn at a quicker pace,” said Bubb. “Of course, that’s just variation in the human  condition. And when that happens, I think those kids have a right to a form of instruction, where they learn new things in each class every day. And  it’s  inequitable  to  those  students  to  not meet them where they are.”
Furthermore, the parent group believes that  the  removal  of  higher-level  math  could  increase  inequities  even  more,  especially  if  families  will  have  to  resort to advancing studies on their own.“If  my  children  aren’t  able  to  take  math  courses  that  are  appropriate  for  their  current  level  of  mastery  of  math,   we   will   go   get   their   math   education   elsewhere. We are very blessed and will be able to do that. But not everyone  in  this  community  has  the  resources  to  do that.  And  it’s  those  families  that  will  be  most  affected,”  Nguyen said. 

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