We All Want Equity, But Does This Get Us There?
If you want to ensure your child is prepared for college and a career, you need to pay close attention to what’s happening with our school district’s math curriculum. The administration is discussing potential changes that could eliminate advanced math in middle school and enforce a single-track math program — referred to as “Integrated Math” — for 9th and 10th grade.
In plain terms, students would be forced into the same math classes regardless of ability or aspirations for two critical years of high school. These changes are still under discussion, but if implemented, they will have serious long-term consequences for student achievement.
This move comes at a time when two-thirds of math students in the district are already non-proficient. Rather than addressing this alarming failure in math education by strengthening instruction and expanding opportunities, the administration wants to gut parts of the curriculum that are working.
Instead of solving the serious academic shortcomings that already plague our district, leadership is considering policies that will make it even harder for students to succeed.
And yet, no data or research has been presented to show that Integrated Math will improve student outcomes .How does the district know this is the right course of action when it isn’t evidence-based?
Preserve What Works — Support Those Who Need Help
A strong curriculum should focus on preserving what is working and finding ways to raise up struggling students, not eliminating pathways for success. Instead of forcing every student into the same one-size-fits-all math track, we should be:
Expanding individual learning plans to help students progress at their own pace.
Offering interventions and tutoring for those who need extra support.
Providing access to advanced coursework for students who are ready to move ahead.
This is what a real solution looks like — one that ensures all students receive the support they need while allowing high-achieving students to reach their full potential.
Parents Are Sounding the Alarm
At a recent high school listening session, parents voiced deep concerns about how ill-prepared their children are for college and beyond. Many shared stories of students struggling with fundamental math concepts, lacking confidence in their skills, and facing significant challenges in college placement exams.
Parents are right to be worried. These proposed changes would make an already dire situation worse—delaying access to higher-level math courses and leaving students at a disadvantage when competing for college admissions and career opportunities.
A study from the National Bureau of Economic Research (NBER) found that delaying Algebra I until 9th grade reduces the likelihood of students taking AP Calculus by more than 50%. The reason? Math is cumulative, and without an early foundation in Algebra, students struggle to advance to higher-level coursework.
How will Integrated Math improve student outcomes when the research shows that delaying acceleration hurts college readiness?
The Consequences for College Readiness
One of the biggest concerns is how these changes will impact college preparedness. Strong math skills are a critical factor in college admissions, particularly for students pursuing STEM fields.
Competitive universities expect applicants to complete advanced coursework, including Algebra I before high school and Calculus or Pre-Calculus by senior year.
ACT & College Board research confirms that students who take higher-level math courses score significantly higher on standardized tests.
Neighboring districts that maintain traditional math sequences will continue producing students who are better prepared for college, STEM careers, and competitive scholarships.
By delaying access to these courses, Wauwatosa students will be put at a disadvantage — competing for the same college seats and jobs as students who had access to more rigorous coursework.
Does One-Size-Fits-All Help or Hurt?
This proposal is based on the flawed idea that equity means lowering expectations rather than raising achievement.
✔ True equity means ensuring all students have access to pathways that match their abilities and aspirations — not forcing everyone into the same track.
✔ Students who need extra support should receive it, and those who are ready to advance should not be held back.
✔ We should be investing in interventions, targeted instruction, and high-quality teaching — not eliminating opportunities.
The question isn’t whether we support equity. Everyone does. The question is: Will this actually achieve it? The evidence from other districts suggests the answer is no.
Lessons from Other Districts: The Risk of Integrated Math
Several districts and states have already tried Integrated Math—and the results have been mixed at best, harmful at worst.
San Francisco Unified School District (SFUSD) adopted Integrated Math in 2014, requiring all students to follow the same track until 10th grade.
📉 Result: By 2018, advanced math enrollment dropped, and fewer students completed AP Calculus. The district reversed course in 2023.North Carolina implemented Integrated Math statewide in 2012.
📉 Result: A 2018 study found students performed worse on standardized tests than those in traditional math sequences. North Carolina ended the mandate in 2019.International Comparisons: Countries that outperform the U.S. in math (such as Japan, Germany, and Singapore) use early tracking, not Integrated Math.
Why repeat failed experiments when we can learn from them instead?
What Should Wauwatosa Do Instead?
Rather than adopting a model that has failed elsewhere, Wauwatosa should focus on:
Strengthening math instruction with evidence-based teaching strategies.
Expanding access to advanced coursework for students ready to move ahead.
Providing interventions and tutoring for students who need additional support.
Ensuring all students graduate prepared for college and career opportunities.
This is the way to achieve real equity — by raising achievement for all students, not limiting opportunities.
Thank you for your consideration and support.
Sincerely,
Christopher K. Merker, CFA, Ph.D.
Candidate for Wauwatosa School Board, Seat #7
What’s Next?
📢 Our next piece, The Heart of Our Schools: The Crisis in Teacher Retention and Morale, will dive into how these curriculum shifts—along with other policy decisions—are creating a “Classroom Crisis” that is driving talented teachers away from the profession.
✏️ When we talk about education reform, we can’t ignore the people who make it possible: our teachers. If we don’t address their concerns, no policy change—no matter how well-intentioned—will succeed.
🚀 Stay tuned as we explore what’s happening in our classrooms, what’s driving educators to leave, and what can be done to fix it.
