Madison Education Partnership:
When we dig deeper on summative and formative exams, we find extreme inequities in performance by student demographic group and in specific content areas. For example, in 6th grade, the typical student from a low-income family is two or more grade levels behind in algebra and in numbers and operations while the typical student not from a low-income family is at the lower end of on grade level. The typical student who identifies as White in MMSD scores at or above grade level in 6 th grade, compared to only four in one hundred students who identify as Black and ten in one hundred students who identify as Latinx.
While MMSD trends are similar to those of other districts in the state, we still believe MMSD can raise growth and achievement in middle school math and recognize that MMSD has taken steps in that direction. The District implemented standards-aligned curriculum with supporting assessments; professional learning for educators and instructional coaches; K-5 implementation learning walks focused on identifying implementation of core resources and high-leverage instructional practices; and continued acceleration of learning opportunities in middle school grades. While the pandemic exacerbated inequities in mathematics achievement, the low levels of achievement, and declines in achievement, precede the pandemic. District leaders have taken steps to accelerate growth, including partnering with MEP and UW-Madison to implement a high-quality middle school tutoring;aligning middle school math course sequences across schools; and convening a math advisory committee driven by school-based and central office staff to set a vision for strong math instruction, identify levers for change and enact promising practices to raise achievement.
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