NYC Schools Chancellor Plans Overhaul of Controversial Math Curriculum

New York City’s newly appointed Schools Chancellor, Kamar Samuels, has announced plans to revise the controversial math curriculum known as NYC Solves. This initiative has faced significant criticism from educators who argue that it assumes students have already mastered essential skills, leaving many feeling lost and unprepared for standardized assessments like the Regents tests.

During a visit to an algebra class at Emma Lazarus High School on March 15, 2024, Samuels emphasized the need for students to grasp fundamental concepts such as multiplication and division. His background as a middle school math teacher in the Bronx informs his commitment to ensuring all students develop a solid foundation before advancing through the curriculum. “You want automaticity, you want to be able to do that fast, or else you’re going to struggle,” he stated, referring to the instant recall of basic math facts.

The current materials prioritize inquiry-based group work and real-world problem-solving over traditional methods of rote memorization. “It’s really good work,” Samuels remarked, highlighting the shift towards deeper conceptual understanding rather than merely executing algorithms. Nonetheless, he acknowledged the importance of reinforcing basic arithmetic skills among students in grades three through eight, where only about half are currently deemed proficient in math.

Samuels described the upcoming changes as “tweaks” to the existing curricula, which have mandated schools to adopt specific programs such as Illustrative Math for Algebra and one of three vetted options—i-Ready or Ampify Desmos—for middle school instruction. This approach aims to create a more unified framework for teaching math across schools, reflecting a philosophical shift in pedagogical strategies.

Under the previous administration, former Schools Chancellor Melissa Aviles-Ramos promoted what she called “productive struggle,” encouraging students to discuss and explore problem-solving methods collaboratively. Alongside this, practical applications of math have been emphasized more than ever.

Recent state test results indicate that these reforms may be producing positive outcomes, as math scores for students in grades three through eight increased by 3.5 points, with 56.9% achieving proficiency. Despite these promising numbers, concerns persist regarding the rollout of the new curriculum. Teachers have reported that students with disabilities and English language learners have encountered particular difficulties adapting to the changes.

A survey conducted by Educators For Excellence found that while a majority of teachers felt optimistic about the direction of the math curriculum, they expressed a need for additional support to effectively implement the new strategies. Michael Mulgrew, president of the United Federation of Teachers, criticized the initial implementation of NYC Solves. He stated, “There was not even the basic prior knowledge to deal with some of the learning that was inside of the curriculum,” highlighting the need for supplemental materials to assist educators.

In response to these challenges, middle school math teacher Lauren DeVita from Queens welcomed Samuels’ commitment to continuing the curriculum but stressed the importance of providing more resources for both teachers and students. She noted that incorporating group activities and discussions into lessons fosters greater student engagement. “Rather than memorize some notes, the kids really get a chance to engage with it and explore it,” she shared.

In a related development, New York Governor Kathy Hochul recently called for a “back to basics” approach to math instruction during her State of the State address. Samuels, who has a personal history rooted in education, having moved from Jamaica to the Bronx during high school and studied accounting at Baruch College, expressed optimism about the future of math education in the city.

“It’s amazing work,” he said of the new teaching methods, while reiterating the necessity for students to master fundamental skills first. “There is something to knowing your times tables,” he concluded, underscoring the balance needed between innovative teaching methods and essential arithmetic proficiency.