Math for All: Portland's Bold Plan to Level the Playing Field

In Portland, a new approach to math education is shaking things up. The goal? To give more students, especially those from lower-income families and students of color, a fair shot at advanced math classes. Here's how it's working. At Cesar Chavez K-8 School, seventh graders are diving into project-based math. They're not just crunching numbers; they're using math to solve real-world problems, like studying the impact of dam removal on salmon populations. This isn't just fun and games. It's part of a bigger plan to prepare more students for algebra in eighth grade. Traditionally, only a third of Portland's students qualified for compacted math, the usual path to eighth grade algebra. But there's a catch. Most of these students come from affluent, white families. The new project-based math class is changing that. In this class, 33% of students are from lower-income families, and half are students of color. The early results are promising. Among last year's seventh graders who took the project-based math class, 59% moved on to algebra. That includes 57% of students of color in the class. Teachers are noticing a difference too. Students who took the project-based math class are more prepared for algebra. They understand concepts like slope better and are ready to tackle more advanced math.But why does this matter? Algebra in eighth grade opens doors. It sets students up for higher-level math classes in high school, which can lead to better college opportunities and higher-paying careers. Without algebra, students often struggle to catch up. Portland's approach is different from other cities. Some, like San Francisco, have tried banning eighth grade algebra to level the playing field, but that didn't work out. Others, like New York City, made algebra available to anyone, but many students weren't ready. Portland is trying to find a middle ground. The real test will come when these students enter high school. Will they stick with advanced math? Will they succeed? For now, the signs are encouraging. Students like Osvaldo and Esme see the value in this class. It's a step forward, they say, a way to learn math faster and open up opportunities for the future. But it's not just about the class. It's about making sure all students have the chance to take it. At Cesar Chavez, teachers and staff worked hard to encourage students to sign up. They even started an after-school band program to make sure students didn't have to choose between music and math.