When districts create structures that allow all students to access high-quality mathematics, opportunities for student learning increase. Middletown Public Schools has de-leveled our secondary math classes (ie. only Algebra 1, not Algebra 1 CP or Honors). By heterogeneously grouping our students, we have created teaching and learning environments that encourage high achievement from all students. Heterogeneous grouping, or de-leveling, helps students change perceptions of who they are as learners and who they can become. De-leveling also challenges any racial segregation that is perpetuated through traditional structures such as leveling. De-leveling sends both the implicit and explicit message that all students can learn mathematics at high levels if given the opportunity and support. Middletown Public Schools proudly believes this to be true and we have taken the steps to ensure our systems and structures support that belief. 

Qualitative data from teachers have shown a decrease in off-task behaviors in math classes since we've de-leveled our classes. Quantitative data is still being gathered due to the adoption of a new math curriculum that better supports de-leveling. 

For more information, contact Richard Cordaway, Mathematics Curriculum Director, PreK-12 Math & Numeracy Intervention at cordawayr@mpsct.org