California Enforces Mathematical Mediocrity

The irony of California’s drive for “equity” in mathematics is that it will have the opposite effect (“California’s Weapons of Math Destruction” by Faith Bottum, Cross Country, Aug. 19). Even if schools remove algebra from middle-school curricula, many students will still learn it so they can be ready for college STEM programs. Some well-educated parents will teach their children directly, while others will hire tutors or enroll their children in online programs. Only students whose parents lack the necessary knowledge or resources will miss out—and fall further behind their peers.

Mitchell Keiter

Beverly Hills, Calif.

In a strange way, I found Ms. Bottum’s discussion of the new math policies of my home state of California encouraging. Yes, the California State Board of Education wants to dumb down math in the name of equity. Yes, ir wants to restrict access to advanced math to students who might excel in it. This will inordinately disadvantage certain groups, such as Asian-American students, who excel in math. I don’t expect the liberal leopards of California education to change their spots, but I was delighted to read that hundreds of professors have pointed out the absurdity and unfairness of this enforced mediocrity.

Merritt Widen

Brisbane, Calif.

I got into the Massachusetts Institute of Technology partly because I advanced two grade levels in math. Most American students should advance at least one level higher in math and many can advance at least two levels higher during their schooling. This would require more efficient teaching early on so that most students can start algebra in seventh or eighth grade. California’s proposed timing is the opposite of what the U.S. needs. As Virginia Gov. Glenn Youngkin says, “We can raise the ceiling and the floor.”

Jean Cui

Garden City, N.Y.

It is laudable that the board has issued a 1,000 page guide for the public schools to deal with this insidious “problem” of some students being better at math than others. But the big idea of the document is that “unequal outcomes in math performance are proof of a racist society,” Ms. Bottum writes. Then shouldn’t California public schools ban mathematics from the curriculum? The board might also think about looking carefully at the 100-meter dash. Some students run faster than others.

T.J. Sexton

St. Paul, Minn.

The board is really on to something. If you think about it, math is rife with inequities. It has always bothered me that 6 has less value than 7. It isn’t 6’s fault that it will never equal 7. The answer seems clear to me. All numbers should be the same. I like 1 because it is so sleek—and easy to write for those who don’t know how to write cursive. From now on, only use 1 for all numbers. That’s what equality is all about.

Jonathan Scheff

San Diego