Instruction: C 6152.1 and Math Placement Act of 2015 (SB 359)
Statement of Purpose
Math Placement Act of 2015
The Mathematics Placement Act of 2015 (SB 359) provides that “[a]ll pupils, regardless of race, ethnicity, gender, or socioeconomic background, deserve an equal chance to advance in mathematics. With the shift towards implementation of the Common Core State Standards for Mathematics, it is particularly important for all pupils to have access to high-quality mathematics programs that meet the goals and expectations of these standards. It is crucial for teachers and guidance personnel to advise pupils and parents on the importance of accurate mathematics course placement and its impact on future college eligibility so pupils may take each course in the mathematics course sequence.”
The Mathematics Placement Act requires a fair, objective, and transparent mathematics placement policy for pupils entering grade 9 that does the following:
- Systematically takes multiple objective academic measures of pupil performance into consideration. For purposes of this policy, “objective academic measures” means measures such as statewide mathematics assessments, placement tests that are aligned to state-adopted content standards in mathematics, classroom assignment and grades, and report cards.
- Includes at least one placement checkpoint within the first month of the school year to ensure accurate placement and permit reevaluation of individual pupil progress. The policy shall offer clear and timely redress for parents and pupils that question placement.
- Requires examination of aggregate pupil placement data annually to ensure that pupils who are qualified to progress in mathematics courses based on the objective academic measures are not held back in a disproportionate manner on the basis of race, ethnicity, gender, or socioeconomic background.
BP 6152.1
The Superintendent or designee shall work with district teachers, counselors, and administrators, and the representatives of feeder schools to develop consistent protocols for placing students in mathematics courses offered at district high schools. Such placement protocols shall systematically take into consideration multiple objective academic measures that may include, but are not limited to, interim and summative assessments, placement tests that are aligned to state-adopted content standards in mathematics, classroom assignment and grades, and report cards.
Students shall be enrolled in mathematics courses based on the placement protocols. No student shall repeat a mathematics course which he/she has successfully completed based on the district's placement protocols.
When a student does not qualify to be enrolled in a higher-level mathematics course based on a consideration of the objective measures specified in the placement protocols, he/she may nevertheless be admitted to the course based on the recommendation of a teacher or counselor who has personal knowledge of the student's academic ability.
Within 10 school days of an initial placement decision or a placement decision upon reevaluation, a student and his/her parent/guardian who disagree with the placement of the student may appeal the decision to the Superintendent or designee. The Superintendent or designee shall decide whether or not to overrule the placement determination within 10 school days of receiving the appeal. The decision of the Superintendent or designee shall be final.
The MUSD Mathematics Course Sequence has transitioned from a traditional sequence to an integrated sequence designed to give all pupils an equal opportunity to take the courses necessary for college admissions, including admissions at the California State University and University of California.
The Class of 2022 students began taking the new integrated math course sequence in 7th (adding a new course each year) with each subsequent graduating class following the new integrated math sequence.
