A Critical Policy Analysis of Statewide Public Comment on Math Pathways Programs

• In Event: Reforming the Math Hierarchy: Policy, Practice, and the Politics of Equity in Access and Pathways

Abstract

As states consider changes to high school math sequences, public comments are valuable resources for understanding how parents, teachers, students, and other community members make sense of these proposed sequences. Additionally, stakeholders, particularly those from dominant groups, can influence proposed policy. To understand the potential influences of these policy actors, we use Critical Policy Analysis (CPA) to compare public comments about proposed math pathways changes in two states: California and Virginia. In California, the proposed pathway changes were eventually successful while Virginia abandoned its proposed reforms. We find in both states that commenters often used the language of equity and access to defend traditional approaches to mathematics instruction–especially for the most privileged students.

Authors

• Margaret Thornton, Rowan University

• Sonji F. Walker, San Francisco State University

• Jamela Joseph, Touro University

• Yanni Aknine, University of Virginia