Beginning with the 2026-27 school year and after students have completed Algebra 2 (or Integrated Algebra 2 beginning with the 2028-29 school year), students can choose from four state-defined pathways: Quantitative Reasoning; Data Analytics; Algebraic Foundations of Calculus; and Statistics and Probability.
Students will receive intervention and support, including opportunities for additional instruction and retesting. The goal is to support students toward proficiency, not to prevent them from progressing.
The policy defines Integrated Algebra 1 and Integrated Algebra 2 as foundational mathematics that all students need for college, career, and informed decision-making. Completing these courses by Grade 10 will allow students time in later years to pursue mathematics courses aligned to their interests and goals.
Integrated Algebra 1 and Integrated Algebra 2 are replacing the traditional sequence of Algebra I, Geometry, and Algebra II. Instead of taking three separate courses, students will learn key ideas from algebra, geometry, and statistics together over two years.
Students who demonstrate challenges with mathematics content should always remain enrolled in mathematics courses aligned to grade-level standards in addition to appropriate support courses when warranted.
Yes. Students who achieve proficiency should be placed on a mathematics course progression aligned to enrollment in Integrated Algebra 1 by Grade 8.
Yes. Acceleration decisions are based on multiple data points, and schools will continue to consider student readiness, progress and individual needs. Families will be partners in these conversations.
The policy requires schools to automatically review students who score at the highest level on state math assessments to see if they are ready for more advanced learning which is currently a practice in HCPSS. A team at the school will continue to look at each student’s strengths and needs to decide the best path forward. This helps make sure that opportunities for advanced math are fair and consistent for all students.
No. Accelerated options will continue to be available for elementary students. Placements will be made based on multiple data points. Student placements will be adjusted when new data points suggest a change is needed.
No. The policy requires that teachers provide math instruction using High-Quality Instructional Materials aligned to grade/course-level standards.
