I am a daughter of Mexican immigrants, born in the United States. Spanish is my first language. When I entered school, the language barrier was overwhelming. I see my story in the recent National Assessment of Educational Progress numbers. The report unveiled troubling trends in math performance, especially among English learners, underscoring the urgency of addressing this critical area.
Alma Castro
As a young Spanish speaker still learning English, I sat in the back of the classroom, feeling lost while my classmates actively participated. Contrary to what my parents taught my siblings and me, in school our linguistic background was considered a disadvantage, rather than an asset. I was a bright student with a father who was great with numbers without a calculator. Though my parents had only a second-grade education, they ensured my siblings and I could do math well. Yet, at school the perception was that because I didn’t know English, I couldn’t comprehend the content in other subjects either.
Though my parents encouraged us to embrace learning, education and our cultural roots through our language, I struggled with my identity and found it challenging to express myself in English. The class instruction did not support my need to learn English while also helping me grasp rigorous content.
As California confronts its educational challenges, a critical concern has emerged: the need for math instruction and a math curriculum that is accessible and meets the needs of all students, especially English learners.
The National NAEP data indicates a concerning trend in math scores for both native English speakers and English learners showing a national decline in math scores for 4th and 8th graders, with 40% of 4th graders and only 28% of 8th graders achieving proficiency. Among Grade 8 math scores, English learners in the lowest percentile group experienced a six-point drop, widening the achievement gap with non-English learners, who only decreased by two points. In California, where nearly one out of every five students is learning English as a second language, it’s even more urgent that we address this crisis.
Teacher voices and research consistently show that effective instructional materials are crucial. The California Math Framework adopted in 2023 specifically underscored that sense-making in mathematics is intricately linked to language development. It is critical for any math curriculum we choose to support all students in developing the skills needed to excel in mathematics.
This is a critical moment for California as it is currently in the process of adopting math materials for 2026, which could significantly influence students’ achievement for years to come. The curriculum materials needed to change future outcomes are being selected now, and educators can demand high-quality instructional materials that are designed to support the needs of English learners.
Education leaders play a pivotal role in this adoption process. We must advocate fiercely for the best interests of our students, especially English learners, to ensure they receive the education they deserve. Collaboration with educators, parents, and the community is crucial to ensure that we make informed decisions that cater to the diverse needs of our students.
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As California’s education leaders, we play a pivotal role, and there are specific actions that we can take to drive change.
• Learn what high-quality materials for English learners look like. It’s vital to recognize what makes instructional materials effective. They should be culturally responsive, linguistically suitable and engaging, helping students access content while promoting language development.
• Include representation of interest in committees. Ensuring voices are present in decision-making, like curriculum committees, fosters inclusivity. Engaging families and communities provides insights that create a more equitable educational environment.
• Get involved now in curriculum adoption. Participating in the curriculum selection process enables educators to advocate for materials that support English learners. District leaders, school board members, educators and parents all have a role to play here.
• Shift mindsets about materials together with professional learning. Changing educator perceptions and recognizing that traditional materials may not meet the diverse needs of English learners encourages innovative teaching strategies.
If we fail to address the specific needs of the 1.1 million English learners in California’s K-12 schools, we risk perpetuating systemic inequalities, which broadens the achievement gap. The California Math Framework explicitly calls for the integration of language and content. California has an opportunity to make better curriculum choices that benefit all students and significantly improve the educational experience for English learners.
By implementing these strategies, education leaders can foster change and a sustainable education process for English learners. Our children deserve nothing less.
Alma Castro is the president of the Los Angeles County Schools Trustee Association, a member of the Lynwood Unified School Board, and director of California initiatives at the English Learners Success Forum, a collaboration of researchers, teachers, district leaders, and funders working to improve the quality and accessibility of instructional materials for English learners. She wrote this for EdSource.org.
"Grade inflation" is a horrendous problem. Grades are losing their signaling power. Students may feel supported in the short term, but many arrive at high school or college unprepared, as evidenced by the high remedial course rates at California community colleges (around 65% of entrants need them). It’s a systemic issue—rooted in good intentions but complicated by a lack of consensus on how to measure learning fairly and accurately.
Thanks for your guest perspective, Ms. Castro, however I find it interesting that in your essay, you ignore phonics as an effective and tried and true tool for teaching English learners of all shapes and sizes. If we get back to basics, I have no doubt all students will benefit from phonics. Our children deserve nothing less since it’s obvious that what California educators have been currently doing is not “for the kids.” For further insight, I’d recommend reading today’s article from Carolyn Jones for CalMatters (https://www.smdailyjournal.com/news/local/new-fight-over-phonics/article_a57d1d1d-0fcd-4f06-b5ab-48fcaf6875cb.html).
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(2) comments
"Grade inflation" is a horrendous problem. Grades are losing their signaling power. Students may feel supported in the short term, but many arrive at high school or college unprepared, as evidenced by the high remedial course rates at California community colleges (around 65% of entrants need them). It’s a systemic issue—rooted in good intentions but complicated by a lack of consensus on how to measure learning fairly and accurately.
Thanks for your guest perspective, Ms. Castro, however I find it interesting that in your essay, you ignore phonics as an effective and tried and true tool for teaching English learners of all shapes and sizes. If we get back to basics, I have no doubt all students will benefit from phonics. Our children deserve nothing less since it’s obvious that what California educators have been currently doing is not “for the kids.” For further insight, I’d recommend reading today’s article from Carolyn Jones for CalMatters (https://www.smdailyjournal.com/news/local/new-fight-over-phonics/article_a57d1d1d-0fcd-4f06-b5ab-48fcaf6875cb.html).
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Keep the discussion civilized. Absolutely NO personal attacks or insults directed toward writers, nor others who make comments.
Keep it clean. Please avoid obscene, vulgar, lewd, racist or sexually-oriented language.
Don't threaten. Threats of harming another person will not be tolerated.
Be truthful. Don't knowingly lie about anyone or anything.
Be proactive. Use the 'Report' link on each comment to let us know of abusive posts.
PLEASE TURN OFF YOUR CAPS LOCK.
Anyone violating these rules will be issued a warning. After the warning, comment privileges can be revoked.