After more than a decade of using an integrated mathematics approach, Worthington Schools is returning to the traditional sequence of Algebra 1, Geometry, and Algebra 2 at the secondary level, citing practical implementation challenges despite the academic equivalence of both pathways.
The Shift Away from Integration
Tom Kaczmarek, Coordinator of Math Curriculum at Worthington Schools, presented to the board, explained that while both pathways cover identical standards and learning expectations, Worthington has become increasingly isolated in its use of the integrated approach. The district now represents 28% of the mere 5,000 Ohio students taking integrated pathway assessments, up from just 6% of 20,000 students in 2015-16.
"It's almost like we're in a league of our own," Kaczmarek noted, highlighting how the shrinking pool has created practical challenges for the district.
Vendor Support Becomes a Challenge
A primary driver of the change involves diminishing support from curriculum vendors and resource providers. Kaczmarek explained that vendors increasingly prioritize the traditional pathway, building resources for that sequence first and then simply realigning them for integrated mathematics—if they offer integrated materials at all.
This trend has created obstacles in finding appropriate materials for credit recovery programs and acceleration opportunities. "It's difficult to find somebody who actually will offer an integrated mathematics program" for credit recovery, Kaczmarek explained.
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Staggered Implementation Protects Current Students
The transition began this school year with Algebra 1, ensuring that students already in the integrated pathway can complete their sequence. Students who took Math 1 last year will continue with Math 2 and Math 3, while new students entering the sequence will follow the traditional Algebra 1, Geometry, Algebra 2 progression.
Geometry implementation will begin during the 2026-27 school year, allowing for a careful, staggered approach that doesn't disrupt current students' educational pathways.
Academic Standards Remain Unchanged
Kaczmarek emphasized repeatedly that the academic rigor and content remain identical between the two approaches. "The standards and instruction expectations for each pathway are identical," he told the board. "We can just line the standards up together. They're the same over three years."
About 80% of the Algebra 1 standards were already included in Math 1, so students won't experience significant changes in their learning experience. The main difference will be the elimination of geometry constructions and similar topics that were interspersed throughout the integrated sequence.
Teacher Support and Professional Development
Recognizing the impact on educators, the district has provided extensive professional development support. Teachers participated in optional summer training sessions where they designed common scope and sequence materials and developed shared assessment questions.
"We offered some professional learning over the summer. It was kind of an opt-in. We had several of our teachers opt-in to be a part of that," Kaczmarek explained. Ongoing collaboration sessions will continue throughout the year, ensuring teachers aren't navigating the transition alone.
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Benefits for College-Bound Students
Board member Kelli Davis noted that the change should eliminate confusion among college admissions offices that sometimes struggle to understand how Math 1, 2, and 3 correspond to traditional mathematics courses. The familiar naming convention should streamline the college application process for Worthington students.
Assessment and Testing Implications
The transition will move Worthington students from a small testing pool of about 3,000 integrated pathway students to the much larger Algebra 1 assessment pool of approximately 140,000 Ohio students. While this change may affect how the district's performance appears relative to statewide averages, Kaczmarek noted that student achievement should remain consistent since the underlying standards are identical.
The change also aligns with special education audit recommendations, allowing the district to address multiple improvement initiatives simultaneously.
Algebra 2 Timeline Remains Flexible
While Geometry implementation is scheduled for 2026-27, the timeline for Algebra 2 remains somewhat flexible. Since Ohio made the Algebra 2 and Math 3 standards identical in 2017, the district could potentially implement both Geometry and Algebra 2 simultaneously. However, Kaczmarek expressed concern about the workload for teachers managing two new course preparations simultaneously.
"I want to be very aware of that group that's really planning it, because it's a heavy lift," he said, prioritizing teacher support over rapid implementation.
Community Response
Board members reported that the transition has proceeded smoothly without significant pushback from parents or students. The district's long-standing messaging about the equivalence of both pathways appears to have prepared the community for this change.
The transition represents a pragmatic decision by Worthington Schools to align with statewide practices while maintaining the same high academic standards that have served students well under both the integrated and traditional approaches.