Portland Public Schools is on a mission to bridge the algebra access gap, and the early signs are promising. But is this the solution to a nationwide dilemma? The district is testing a bold hypothesis, and the stakes are high.
In a project-based math class in North Portland, seventh graders like Maddie Hines are learning to conduct experiments, formulate hypotheses, and draw conclusions using math. Unbeknownst to them, they are part of a district-wide experiment with a grand vision: to boost the number and diversity of students ready for advanced math in high school and beyond.
Portland Public Schools' innovative approach involves offering seventh graders the opportunity to 'double-dose' on math, with the goal of making eighth-grade algebra more accessible to students of color and those from lower-income families. And the strategy seems to be paying off. Early results indicate that this approach is widening the pool of eligible students, challenging the status quo where affluent students dominate advanced math classes.
Historically, entry into eighth-grade algebra at Portland Public Schools was contingent on testing into 'compacted math' in seventh grade, a course that covers two years of math in one. However, the majority of students in this course come from middle to upper-income families (91.2% in the 2025-2026 school year) and are white (73%).
But here's where Portland's strategy gets interesting: they introduced a hands-on, project-based math class as an elective in addition to the regular seventh-grade math sequence. This class is attracting a more diverse group of students, with 33% from lower-income families and 50% being students of color. It's being offered at nine schools across the district, providing a more inclusive learning environment.
And the district's data suggests it's working. Among eighth graders who took the project-based math class in the 2024-2025 school year, 59% progressed to algebra, including 57% of students of color. This is a significant shift, as these students are now better prepared for advanced math, thanks to their double-dose of math in seventh grade.
But the real test is yet to come. The true measure of success will be seen when these students enter high school and choose their math classes. The district plans to closely monitor their progress and performance, tracking how many continue with advanced math.
But is this approach the silver bullet? Other districts have tried different tactics with mixed results. San Francisco's attempt to ban eighth-grade algebra to level the playing field sparked a parent revolt, while New York City's decision to make it available to all students led to underpreparedness. Portland's 'third way' approach is a delicate balance, but the initial prognosis is encouraging.
The students themselves are enthusiastic. During a recent class, they proudly presented their calculations and research, explaining their findings to parents and teachers. They recognize the value of this class in opening doors to future opportunities in high school and college.
The school's thoughtful approach to enrollment, sending personal letters to parents and considering students' interest in learning more, has been key. Overcoming barriers, like the elective slot issue for native Spanish speakers, shows the school's commitment to inclusivity.
As the district continues to monitor the progress of these students, the education community will be watching closely. Is Portland's strategy the answer to a complex problem, or is there more to the story? The debate is sure to spark strong opinions, and we invite you to share your thoughts in the comments.
