The Task Force attended the first of two Board “Engagement” sessions last evening at East High School. Roughly thirty community members participated, offering their views on what’s working and what isn’t. President Woehrle explained what a “policy board” is — though to our ears, it sounded like more of the same administrative capture we’ve been warning about for months. Her reminder that the board has “one employee” — the superintendent — still lands like nails on a chalkboard.

During the breakout session, Board Member Chris Bauer struggled to explain how Integrated Math will lead to better, more equitable outcomes, despite several participants citing concerns. What stood out from that discussion was not so much the aspirational goal of equity — the stated purpose of the exercise — but rather an admission of the district’s failed math proficiency (less than half of students meeting standards). Instead of addressing what isn’t working, the district’s plan appears to be to discard the entire program and start over.

The meeting concluded with a fifteen-minute exchange involving Heimerl-Rolland, Woehrle, Wautier, and Bauer. When asked about funding for tutoring, Wautier referenced the “budget mismatch” — a nod to last year’s budgeting error — while another board member, when pressed on how the district could secure more state funding, deferred to a state assembly representative, who simply advised voters to “change the government.”

I raised the documented, decades-long evidence of failed integrated math initiatives across the country and asked why the Board continues to move forward in light of it. Heimerl-Rolland replied that “there are studies on both sides.” That comment — effectively an admission of inconclusive evidence — inspired this new series: Focus on Results (attached).

Each issue will examine board statements for accuracy and accountability. This week, we begin with the “studies on both sides” claim — and indeed, the evidence is mixed... at best. Our conclusion: the research supports maintaining the current math curriculum.

The Board’s vote is expected in the coming weeks, and district planning is already well underway. If we wish to preserve a system that actually teaches numeracy, now is the time for the community to act — or accept the consequences of silence.