Masterman's Math Department

Years ago, Masterman students had their mathematical fate sealed in sixth grade. Students took a placement test that put them into a track they followed for the rest of their middle and high school careers. This, however, was not always the case: “When I started here, everyone took Algebra I in seventh grade,” says Mr. Taranta, “Then, the system changed so it was 2 [of the] 6 classes taking Algebra 1. So, clearly there was a sense that some kids really were not ready for algebra.” But the most recent shift in policies and Masterman’s approach to the math curriculum is more closely linked to concerns about equity. There have long been concerns about the fairness of separating students from their peers at such a young age, specifically when the demographics of these advanced classes were taken into account. These issues were representative of larger systemic issues within the Masterman community that many have been working to rectify in recent years.

The initiative for changing how Masterman approaches math courses began with Ms. Brown, Masterman’s previous principal, with input from the district. Many different ideas floated around with how a new system would look. Throughout the entire process, the math department was consulted, but the decisions were ultimately made by administration. A major concern from both students and parents was that students would not be able to take more advanced courses later in high school and that they would not be challenged enough in the classes they were rostered to take. However, Mr. Taranta, who now teaches a larger spectrum of students in his seventh-grade Pre-Algebra class, says that these concerns have been manageable: “Often what will happen is we will do a unit, I'll give an assessment and some kids will do really well, I'll then set them off on enrichment assignments for a couple days So I will essentially break the class into two sections. I think that that accommodates the kids pretty well; I haven’t heard complaints from kids or parents.” To address lingering concerns and provide more opportunities for students, administration sought to create a system that would give students options regarding their math education. It was imperative to both Masterman administration and the district to create opportunities that would be equitable and accessible. Because this new program would affect new Masterman high school students, administration also wanted to provide an opportunity for those students who did not have access to it (current sophomores and above) with the chance to advance to the accelerated math track, if they had not already.

So what does the new math system look like? Students coming into ninth grade have the opportunity to choose to take two math courses instead of the one geometry course permitted up until now. Taking both geometry with Mr. Taranta or Ms. Mistry and Algebra II with Ms. Siu or Mr. Tannen allows these students to take precalculus in their sophomore year, opening up the opportunity for them to take AP Calculus in their junior year and then another higher math in their senior year. For those students without the option to double up, a one-time skills based summer math course opportunity was provided and paid for by the school that would allow them to accelerate to more advanced courses in September.

According to current freshmen that have decided to double up on math, the new system is manageable. “It's not too bad. I really like math; I've always been a math person, so I was like, double math, it won't hurt, and I get to take harder classes in the future.” says Sabrina Leong (9-3). As for students who took the summer course in lieu of precalculus or Algebra II, the feedback is also positive. Students that self studied express that, despite the challenge of learning precalculus in two months because of the speed and circumstances, they are grateful for the opportunity. Although some felt that the course had several inevitable gaps, with the help of some tutoring or Khan Academy, “[Advancing to the higher math track after taking advantage of the summer courses] is feasible.” Kristina Kitsul (11-1) says. Most students are able to keep up with the pace of their chosen AP Calculus class alongside their peers who did not self study. “It is what you make of it!” Kitsul adds. Mr. Tannen, reflects on the trends he sees in his AB calculus class; “I have heard from some students that they don't feel as strong in some things because they did the self study course. I haven’t heard that from some though. But even those that took precalc in class sometimes say that they need to work on some skills.”

In the ambitious environment of Masterman, Mrs. Siu feels that “it's important that we frame all of this as a choice year-to-year, not some necessity or label or prize.” The new math department model is based on other schools, such as Bodine and Central, which have given their students the option to double up for many years. She points out, though, that this is crucial in these schools in order to access a calculus course at all, whereas at Masterman this is already available, even without the double-up. Instead, the accelerated math track allows different math courses in students’ senior year, which can help them with a specific major they want to pursue in college. Although the opportunity is appealing, it is not necessary. How one’s math education is structured is now up to the student more than it ever has been. In general, what benefits a Masterman student the most is opportunities and these changes create more opportunities for more students.