Subject: Parent Survey Findings on 8th Grade Algebra Pathways in SFUSD
Dear Superintendent Su, Associate Superintendent Shipp, Assistant Superintendent Krugman, and Commissioners of the Board of Education,
On behalf of our network of San Francisco public school families, we are writing to share the results of a recent pulse survey conducted among more than 350 parents across SFUSD regarding the district’s proposed pathways for accessing Algebra in 8th grade. Responses came from families across a range of schools and program types, including traditional middle schools, K–8 schools, and language immersion programs.
The clearest takeaway from the survey is strong opposition to requiring students to take two math classes simultaneously in order to access Algebra in 8th grade. More than 85% of respondents opposed this “double math” approach, with only 20 respondents indicating support for this model. Parents expressed concern that this approach places an excessive academic burden on students and would require many to give up electives such as music, arts, or language classes.
This concern is reflected in how families responded when asked what they would do if their child had to choose between Algebra and another elective: about 40% said they would choose the elective, roughly 30% said they would choose Algebra, and about 30% said it would depend on the student. Many parents emphasized that middle school is an important time for students to explore interests and develop skills through programs like band, orchestra, language, and technology. Families worry that requiring two math classes would significantly reduce access to these opportunities and undermine the well-rounded middle school experience they value.
Across written comments, several themes emerged. Many parents raised concerns about the way SFUSD has presented survey questions and data related to the current pilots. Respondents described the district survey as confusing or leading, and questioned whether the data accurately isolates the effects of curriculum design from simply providing students with more instructional time. Respondents highlighted equity considerations, particularly for students with IEPs or 504 plans who rely on support periods, English Language Learners who need ELD instruction, and students in language immersion pathways such as Chinese, Spanish, and Japanese. Families emphasized that policies should ensure these students can continue accessing required supports and language study while also having meaningful opportunities to pursue advanced math.
We appreciate the district’s ongoing work to strengthen math pathways for SFUSD students and welcome the opportunity to continue partnering with district leaders as these policies are developed. We also hope these efforts will lead to measurable improvements in K-8 math outcomes, ensuring that all students have the skills and confidence to succeed in higher-level math courses.
Sincerely,
SF Parents