New York City has mandated that nearly all public middle schools adopt a new algebra curriculum this semester, sparking significant backlash from parents and professionals alike. Recently, Michael Mulgrew, president of the United Federation of Teachers, publicly criticized the new program.
The curriculum, titled “Imagine Learning Illustrative Math for Algebra 1,” is designed to teach Algebra 1. It includes a detailed teaching calendar and modules, emphasizing student exploration and questioning in the classroom. However, according to reports by education media outlet Chalkbeat, Mulgrew has been informed by various school officials that these policy and curriculum changes could ultimately harm students’ interests, stating, “We’re holding a mess.”
Early test results from pilot schools that implemented the new curriculum in August revealed concerning outcomes. In the southern Queens district, 29 pilot schools saw their average passing rates plummet from 59% to 45%, leading teachers to label the situation as “a complete disaster.”
Mulgrew noted that the union was not consulted in the redesign of the new algebra curriculum, and union members have raised ongoing concerns throughout the past year. These concerns include the curriculum’s failure to accommodate lower-level students, unrealistic mandated pacing for teachers, and misalignment with state algebra standards. To Mulgrew, this forced citywide rollout of the curriculum appears to be “doubling down on a bad bet.”
Bobson Wong, a math teacher at Bayside High School, has repeatedly voiced his dissatisfaction with the curriculum’s content and its standardized teaching method. “Every teacher must teach the same material in the same way on the same day,” he said, arguing that the curriculum lacks flexibility and autonomy, making it difficult to tailor instruction to meet diverse student needs.
Despite the overwhelming opposition, the city’s Department of Education remains committed to implementing and promoting the new curriculum. Outgoing Schools Chancellor David Banks emphasized that the city’s math scores have been disappointing, thus making it necessary to explore new initiatives. Regarding the unsatisfactory performance of the new curriculum, he described the situation as part of a “long game,” stating that the current early stage reflects a normal “implementation slump.”
