East Penn board approves new Math Foundations course to slow the pace for struggling 9th-graders
February 26, 2024 | East Penn SD, School Districts, Pennsylvania
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The East Penn School District Board on Feb. 24 approved a new Math Foundations course designed to give certain 9th-grade students more time to master prerequisite skills before entering Algebra 1.
Administrators said the course was developed after a review of assessment and placement data. “Math Foundations is a brand new course that I’m here to talk about tonight,” the district curriculum presenter said, explaining the staff used multiple screeners and local data — including PVOS/PVAAS predictions, i-Ready and AMAF results — to identify students who would benefit from a slower progression.
Why it matters: Board members framed the new course as a short‑to‑medium‑term response to gaps that appear during the 8th→9th-grade transition. The district said students placed into Foundations would typically move to Fundamentals of Algebra and then Algebra 1 in a later year, with Keystone testing scheduled at the end of Algebra 1. Presenters cautioned that measurable Keystone gains for students starting in Foundations will take several years to appear.
Board discussion focused on where responsibility for the underlying gaps lies and how the district should balance remediation with opportunities. Several members urged that middle-school instruction and screening be examined so deficiencies are identified earlier. One board member said advancing students without fixing foundational gaps “kind of seems to be — we’re pushing students along without really addressing the issue where it seems to be stemming from.” Another member raised concerns that lab requirements tied to Algebra courses can cost students elective space in their schedules.
Administration responded that middle‑school teachers already provide placement recommendations using a range of data and that the Foundations course is intended to be part of a systemwide approach, not a permanent diversion for cohorts of students. The curriculum lead said the Foundations course prioritizes conceptual understanding and will include applied units such as geometry and probability to build confidence.
The board moved and seconded the course approval and approved the measure by roll call, with the vote recorded as unanimous.
Next steps: The district will finalize curricular materials and resources for the course, monitor placements and follow student outcomes over multiple years to evaluate the course’s impact on Algebra and Keystone results.
Administrators said the course was developed after a review of assessment and placement data. “Math Foundations is a brand new course that I’m here to talk about tonight,” the district curriculum presenter said, explaining the staff used multiple screeners and local data — including PVOS/PVAAS predictions, i-Ready and AMAF results — to identify students who would benefit from a slower progression.
Why it matters: Board members framed the new course as a short‑to‑medium‑term response to gaps that appear during the 8th→9th-grade transition. The district said students placed into Foundations would typically move to Fundamentals of Algebra and then Algebra 1 in a later year, with Keystone testing scheduled at the end of Algebra 1. Presenters cautioned that measurable Keystone gains for students starting in Foundations will take several years to appear.
Board discussion focused on where responsibility for the underlying gaps lies and how the district should balance remediation with opportunities. Several members urged that middle-school instruction and screening be examined so deficiencies are identified earlier. One board member said advancing students without fixing foundational gaps “kind of seems to be — we’re pushing students along without really addressing the issue where it seems to be stemming from.” Another member raised concerns that lab requirements tied to Algebra courses can cost students elective space in their schedules.
Administration responded that middle‑school teachers already provide placement recommendations using a range of data and that the Foundations course is intended to be part of a systemwide approach, not a permanent diversion for cohorts of students. The curriculum lead said the Foundations course prioritizes conceptual understanding and will include applied units such as geometry and probability to build confidence.
The board moved and seconded the course approval and approved the measure by roll call, with the vote recorded as unanimous.
Next steps: The district will finalize curricular materials and resources for the course, monitor placements and follow student outcomes over multiple years to evaluate the course’s impact on Algebra and Keystone results.
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