General

This page shares information  on the math placement process and options at the secondary schools (starting 6th grade)  at Palo Alto Unified School District (PAUSD). The first part describes the program as of fall 2019 .  The bottom of the page includes charts for the de-laned pathway that was  effective for the 2020 6th grade class.  We clarify issues  that are not conveyed well in the  official district math placement page so that parents can calibrate  their expectations from the school programs and  better support their students.  Another goal is to advocate improvements to the program so that all students are supported better at school.  Both the current and prior program do not properly place students in math courses and support students.  The placement for students entering 9th grade was reshaped due to a lawsuit. But the district is opaque on options, and in fall 2023 and 2024 violated its court-ordered Math Placement Protocol and 9th grade Checkpoint process. Families of students that are advanced and seek correct placement in 9th grade need to know what to ask for. As for the middle school de-laned pathways. The current program has worse results all across, with the most significant decline by objective measures observed for socioeconomically disadvantaged students. The information here is based on the experience of dozens of parents, mostly from Greene and JLS  middle schools,  on discussions with administration and district staff, and on analysis (included) of CAASPP data and other data obtained via PRAs.  We compare PAUSD with neighboring districts, evaluate placement versus readiness, and observe trends.

Information resources for middle school parents 

• See "updates" for current 2024/2025 information and preparation tips for the middle school "skip" tests

• It might be helpful for families to know that our MS math program is much narrower than MS programs at neighboring districts and is rigid, so despite higher teaching resources and smaller classes, it is less effective in meet students where they are and advance them at a pace that is suitable for them. Data analysis shows that the PAUSD program is also less effective across cohorts than at districts that offer flexible pathways. This was the situation in 2018 before additional de-laning, and there was a further declined after the implementation of the de-laned single pathway to 8th grade algebra  (see data analysis2018 analysis2022 on this site).  The impact can be mitigated to an extent if families know what to expect and support students outside of school.   In a nutshell per 23/24 CAASPP for 8th graders:  

  • (i) Students that are below (25% of 8th graders per CAASPP) or just at grade level standards (15% of PAUSD students) are offered at neighboring districts small group specialist support at dedicated sections during the school day. At PAUSD all these 40% of students are placed in 8th grade Algebra, regardless of readiness, that is 1-3 years above their proficiency level. The result is that they are less likely to achieve the same amount of growth towards minimum grade-level standards than they would have with specialized support: The fraction of PAUSD students not ready for 8th grade Algebra increased from 30% in 2019 to 40% in 2025, when it is forced on all as the only option. The fraction of socioeconomically disadvantaged students not ready increase from 70% in 2019 to 80% in 2024.  

  • (ii) Students that are "well above" standards (~40% at PAUSD) are not provided with opportunity for adequate growth at school. PAUSD has a "skip one year" option based on preparation entirely out of school whereas at other districts students advance organically within the school program.  PAUSD has less than 7-15% of students doing Algebra in 7th grade whereas this is around 45% at districts with similar demographics  (Los Altos,  Saratoga, Cupertino)  

  • (iii)  Students not well above but "exceeding  state standards" (~15-20% at PAUSD) and ready for 8th grade Algebra, which is currently the only organic option are not served well in very heterogeneous classes. Other districts offer smoother flexible pathways to grade-level common-core 8th grade, 8th grade Algebra, and 8th grade geometry. The teachers are better able to supports students and students get o HS more proficient (in a statistically significant way). Finally, PAUSD math courses have a large fraction (30%+) of misplaced students (students that are proficient year start).   

• Many elementary and middle school students at PAUSD enroll in external math programs.   We  provide pointers and some introduction to  established quality math  courses.  These programs are helpful for a range of  students :  Those that need  re-enforcement of  grade-level concepts, those that sail smoothly when the pacing is slow but could struggle later, and those that are entirely above grade level and use them as their primary math learning venue.  Even 15 minutes a day can go a long way to boost confidence and success.

The chart (from official document) shows the PAUSD organic secondary school math pathways. 

• Red arrows require summer work.  

• "Skip" pathways are not shown in the chart.  They  lead to middle school Geometry H   (and BC calculus before Grade 12).   "Skipping" is done by (i) external after school math learning that is not supported by the district to cover  the skipped curriculum (ii)  gaining eligibility to test by maintaining full engagement at the lower-level school course, (iii)  passing at least one of two one-shot only 2-hour  tests: "7A mastery" or "Algebra 8 mastery."   Incoming 6th graders must remain in math 6 unless they skip directly into Algebra 8.    The district allows skipping of  "7A", "Algebra 8", and/or  "Alg2/Trig H".   It should be noted that PAUSD allows acceleration to only 40-50 students per grade level district wide  (out of 800-1000) -- about 5%.  

• The chart also does not show (i) AP statistics (can be taken after Algebra2) and (ii)  Post BC calculus courses (Multivariable calculus and Linear Algebra) offered locally (alternating at Gunn and Paly) jointly with Foothills community college. These courses are open to students that completed BC calculus on or before 11th grade.

• The colors are indicative of the natural pacing of the courses.  The yellow/pink are slowest, then light blue,  blue (Advanced "A" lane), light green, and  green  (Honors "H" lane).