Scores on the Algebra 1 Regents exam have significantly dropped in south Queens high schools that implemented a new and controversial curriculum, according to a report presented by Josephine Van Ess, the superintendent of Queens South High Schools. Van Ess revealed that the average pass rate among the 29 high schools under her jurisdiction fell by 14 percentage points, from 59% last year to just 45% this year. This drop coincided with the adoption of the Illustrative Mathematics curriculum, which has faced criticism from teachers who describe it as “a complete disaster.”
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The new curriculum, mandated by the Department of Education (DOE), is designed to have teachers deliver scripted lessons on a strict schedule, encouraging students to “discover” solutions with minimal direct instruction. However, this approach has proven challenging for both teachers and students, particularly those who lack the necessary foundational skills in mathematics. Van Ess acknowledged that the implementation of the curriculum required more extensive training for teachers prior to its rollout, which was not adequately provided. She also noted that the curriculum’s focus on conceptual learning has been difficult for many students, further contributing to the decline in test scores.
The poor performance of students in south Queens was not an isolated incident. Van Ess reported that similar declines were observed across New York City, although the DOE has yet to release the citywide results for the June 4 Regents exams. The Queens South High Schools, which serve areas including the Rockaways, Forest Hills, Jamaica, Richmond Hill, Briarwood, Kew Gardens, and South Ozone Park, were among 265 citywide schools that piloted the Illustrative Math curriculum. This curriculum is set to be adopted by nearly all of the city’s 420 high schools in the fall, with only a few specialized schools being exempt.
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Despite the disappointing Algebra 1 results, students in the south Queens schools did show improvement on nine other state Regents exams, including Algebra 2, which does not use the Illustrative Mathematics curriculum. The pass rate for Algebra 2 rose from 50% last year to 62% this year, suggesting that the issues with the Algebra 1 curriculum may be specific to the instructional methods used in Illustrative Mathematics.
The Illustrative Mathematics curriculum has been a central component of the DOE’s “New York Solves” math initiative, a five-year, $34 million program aimed at improving math education in the city’s schools. However, the sharp decline in Algebra 1 scores has raised concerns among educators and parents alike. Deborah Kross, president of the Citywide Council on High Schools (CCHS), expressed alarm at the significant drop in scores, calling it “not just a little – it’s significant. There’s something wrong.”
In a “root cause analysis” of the failing Algebra 1 scores, Van Ess identified several factors beyond the curriculum that may have contributed to the decline. She pointed to a 30% increase in the number of English language learners—many of whom are migrants—as well as a 5% rise in the number of students with disabilities. Additionally, the Algebra 1 exam itself was different from previous years, with a greater emphasis on conceptual understanding and less reliance on calculators. The state also raised the “cut scores,” requiring students to answer a higher percentage of questions correctly to pass.
Despite the troubling results, Van Ess is not yet ready to abandon the new curriculum. She emphasized the need for more time, training, and resources to help teachers and students adapt to the new instructional methods. “With time, more training and understanding, and really being able to fill the gaps with what students need to be successful, I think we can see success,” she told parents.
However, Kross remains skeptical. She expressed concern that the DOE is moving forward with the curriculum without fully analyzing the pilot results. “What bothers me is there’s only one year of results in a pilot and it doesn’t look good,” she said. “Instead of pausing and analyzing what doesn’t work, we’re going to double down.”
The DOE has remained firm in its decision to mandate the Illustrative Mathematics curriculum across the city’s high schools. DOE spokesman Nathaniel Styer declined to comment on the specific Algebra 1 scores but confirmed that the curriculum mandate stands, stating, “There has been no change in policy.”
As the city prepares to implement this curriculum more widely, educators, parents, and policymakers will be closely watching to see if the promised improvements in math education materialize—or if the curriculum’s critics are proven right. The ongoing debate over Illustrative Mathematics highlights the broader challenges of educational reform and the complexities of meeting diverse student needs in a large urban school system.
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-Dominick Izzo
