California’s 2013 Mathematics Framework, which offers districts guidance in implementing content standards, is currently undergoing significant revision. Both state and national media have reported about what is included in the framework, what the framework suggests changing about mathematics instruction, and how it is being developed. The second draft of the framework will enter its 60-day public review comment period sometime in January.

The 2022 draft framework is around 800 pages and offers curricular recommendations on mathematics instruction and assessment from TK-12. Some of the more discussed recommendations incorporated into the framework involve expanding access to math courses for underrepresented students through encouraging a rethinking of accelerated or gifted math tracks and how math courses are sequenced in K-12. Tracking students in early grades has long been an equity concern as historically marginalized students are underrepresented in advanced coursework. Those concerns are supported by data that shows that as of 2020, Latino students are underrepresented in gifted and talented programs by 31 percent and Black students are underrepresented by 29 percent in California.

The framework suggests that all students remain in the same math courses through sophomore year of high school instead of separating students into advanced or traditional tracks in middle school. Many state education groups such as the California Teachers Association, Education Trust-West and the California STEM network have supported these changes. Others are concerned by the changes, and they worry that these guidelines will stifle the opportunities of students who could take accelerated classes earlier. However, adopting the framework would not rule out more advanced course progression for students in high school.

Additionally, the math framework recommends that districts create multiple high school mathematics pathways, some of which do not conclude with calculus. The framework does not recommend eliminating calculus as the final course in a mathematics curriculum. Instead, it encourages districts to consider other options including statistics, pre-calculus and data science.

It is crucial to remember that, like all of California’s curriculum frameworks, it is not mandatory to implement the Mathematics Framework exactly as written. Frameworks are intended to be guiding documents and boards of education have the discretion to adapt them to their local contexts.

The California State Board of Education and its advisory body, the Instructional Quality Commission, are responsible for oversight, revision, edits and receiving public comments about updating the framework. The Mathematics Framework has already undergone two years of work and revision, beginning in August 2019 with four focus groups of 52 educators across the state. These focus groups recommended changes to the 2013 Mathematics Framework, suggested how the framework could better support historically marginalized students, recommended which assessments of student progress in math were essential, suggested how educators could be better supported in mathematics instruction, and other recommendations for revisions to the framework.

In January 2021, the State Board appointed the Math Curriculum Framework and Evaluation Criteria Committee (CFCC). The CFCC has 20 mathematics instruction professionals, including K-12 teachers, coaches, instructional support specialists, academics and county coordinators. The committee met eight times in 2020 to provide feedback and provide edits and recommendations on the draft, using the focus groups’ feedback and expertise to develop the initial revised draft framework for review by the IQC.

While the CFCC provided the bulk of the content revisions for the framework, the public also has a say in the revision process through two 60-day public review periods. The first review period took place from January through February 2021, and private citizens, advocacy organizations and others offered suggested revisions and comments to the CFCC.

The final stages of the framework are underway and a second 60-day public review of the framework is scheduled to begin in this month. The State Board is slated to act on the final version of the framework at its July meeting.

The initial second comment period was slated to begin in December, but due to the high volume of public input during the first comment period, the revision timeline was pushed back by the State Board to January. The exact dates for public comment will be announced on the CDE website for the Mathematics Framework when the second draft of the framework is posted. Those interested can also make comments through: email at mathframework@cde.ca.gov or telephone at 916-319-0598. If you use this method, you will leave a voicemail and staff will record the content of the comment.

To stay up to date, sign up for CDE’s Math listserv at join-math-framework-revision@mlist.cde.ca.gov by using the subject line “Subscribe.”