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Research Used to Justify California’s ‘Equity’ Math Doesn’t Add Up Part 1 of a Series on ‘Social Justice’ Research (Part 2 here) The push to create “equity” and more “social justice” in public schools in America’s largest state rests on this basic premise: “We reject ideas of natural gifts and talents,” declares the current draft of the California Math Framework, which also states that it rejects “the cult of genius.” Informed by that fundamental idea, the 800-page Framework calls for the elimination of accelerated classes and gifted programs for high-achieving students until at least the 11th grade. It’s a major departure for the Framework, commissioned every seven years by the Department of Education to provide guidance to the state’s 10,315 public schools serving 6 million students. Some California teachers describe it as a misguided “one size fits all” approach to reversing long-standing discrimination against girls and students of color

United statesNew yorkNew york universityStanford universityRockville centreSan franciscoWilliamson eversAndrei cimpianMichael malioneZeev wurmanCarol dweckBrian conradFred dufourJo boalerSarah jane leslieSergiu klainerman