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Math Pathways

Board Approved Math PathwaysTop of Page

The following chart represents the Math course pathways for students from grade 8 to grade 12.  Each course is aligned to the California Common Core State Standards in Mathematics (CA CCSSM).   "The CA CCSSM are designed to be robust, linked within and across grades, and relevant to the real world, reflecting the knowledge and skills that young people will need for success in college and careers. With California’s students fully prepared for the future, our students will be positioned to compete successfully in the global economy" (CA CCSSM publication page 2). 
Summer Math Acceleration Policy

Families attempting to accelerate their students in Math, through a non-ESUHSD school site offering, should seek out their school site or District Personnel for WASC (Western Association of Schools and Colleges) approved providers. 
SB 359: The Math Placement Act of 2015
SB 359 requires school districts with 8th grades and/or 9th grades to develop, establish, and implement fair, objective and transparent mathematics placement policies that consider multiple objective measures (i.e. California statewide assessments, and pupil course grades) as the basis for placement and (2) permit multiple checkpoints to assess placement accuracy and pupil progress, especially at the start of the academic year.
The East Side Union High School District Board of Trustees has approved the use of our existing Board policies and practices to meet the following requirements of Senate Bill 359-The Math Placement Act of 2015:

  1. Use multiple objective academic measures of student performance for placement
    • Academic Measures used for placement:
      • 8th grade course and grade 
      • State assessment data provided by feeder school district
      • Local assessment data
  2. Include at least one placement checkpoint within the first month of the school year to ensure accurate placement
    • Placement Checkpoint:
      • Math assessment administered to all 9th graders within the first three weeks of school
  3. Examine aggregate student placement data annually to ensure students who are qualified to progress in math based on performance are not held back on the basis of their race, ethnicity, gender, or socio-economic background
    • Examination of student placement data:
      • Math assessment is administered to all 9th graders within the first three weeks of school to ensure accurate placement
      • Number of students by course with grade distribution 
      • 8th grade course completion
      • Summer math course performance data
      • 8th grade assessments
  4. Offer clear and timely recourse for each student and his or her parent or legal guardian who questions the student’s placement
    • Recourse for students and parents:
      • Students and parents participate in a course selection process each school year
      • Students and parents are able to provide additional information to assist with placement decisions
      • Academic guidance services are available to help students select courses relevant to their academic needs
  5. For non-unified school districts, addresses the consistency of math placement policies between elementary and HS districts
    • Consistency of math placement policies:
      • Our District is a member of the East Side Alliance, a collaboration with all feeder school districts focused on math course alignment and placement