New York City has mandated that nearly all public middle schools adopt a new algebra curriculum starting this semester, a decision that has faced significant scrutiny from parents and education professionals alike. Recently, Michael Mulgrew, the president of the United Federation of Teachers, publicly criticized the new curriculum.
The new program, titled “Imagine Learning Illustrative Math for Algebra 1,” is designed to be a comprehensive teaching system that includes specific instructional calendars and modules. However, critics note that it employs overly complex language and places an emphasis on student exploration and questioning in the classroom. According to Chalkbeat, Mulgrew has stated that many school officials have informed him that these policy and curriculum changes will ultimately harm students. “We’re left with a mess,” he remarked, expressing deep concern over the implementation.
Test results from pilot schools released in August showed troubling outcomes. In the southern Queens district, 28 of 29 schools that first adopted the new curriculum saw average passing rates plummet from 59% to 45%, a situation many teachers have labeled a “complete disaster.”
Mulgrew pointed out that the teachers’ union was not involved in the development of the new algebra program. Over the past year, union members have consistently raised concerns about the curriculum, including its failure to accommodate lower-performing students, its unrealistic timelines for teachers, and its misalignment with state assessment standards for algebra. In Mulgrew’s view, the city’s decision to enforce this curriculum citywide represents a “misplaced bet.”
Bobson Wong, a math teacher at Bayside High School, has repeatedly voiced his dissatisfaction with the standardized approach mandated by the new curriculum. He has criticized the requirement for every teacher to deliver the same content on the same day, arguing that this lack of flexibility and autonomy undermines the ability to tailor instruction to different students’ needs.
Despite the overwhelming opposition, the city’s Department of Education remains committed to the rollout of the new curriculum. David Banks, the outgoing city schools chancellor, stated that the city’s math results have been disappointing, prompting the need for new initiatives. Regarding the less-than-ideal performance outcomes of the new curriculum, he described the Department’s approach as a “long game,” suggesting that the early challenges are merely a normal part of this initial phase of implementation.
