Don’t Let Minnesota Make San Francisco’s Math Mistake

By Josh Crosson

Minnesota students deserve education policies that set them up for life-long success. That’s why a new proposal in the Minnesota Senate to lower algebra standards should alarm everyone who cares about preparing students for college, career, and life.

Policymakers are considering removing the high school algebra requirement—which they’ve argued will give schools the flexibility to add courses that they deem more relevant to students, such as industry math and personal finance. The theory is: algebra is merely a college-aligned math and not relevant to everyday life. 

But the reality? 

Algebra isn’t some abstract relic of high school—it’s the language of everyday problem-solving. We use it when calculating how long a road trip will take, comparing phone plans, doubling a recipe, figuring out how much paint to buy, or deciding whether to refinance a mortgage. Every budget, every schedule, every tip split at dinner is basic algebra in action. To say it’s irrelevant is like saying reading isn’t useful because we’re not all going to be great novelists. Algebra trains us to think logically, solve problems, and make decisions with numbers—skills we use every single day. Dismissing it as unnecessary is not just wrong—it’s wildly out of touch with how math shows up in real life.

Furthermore, giving schools the option to lower math standards has harmful repercussions. Students from wealthier schools often have influential parents who demand high school coursework is aligned to college prerequisites. And wealthier students who can afford workarounds (like private summer classes or tutors) still accelerate if their schools choose to lower standards. Those who can’t afford workarounds—often students of color and low-income students—get stuck and further behind. Just look at San Francisco. 

The San Francisco Story: A Cautionary Tale

In 2014, San Francisco Unified School District (SFUSD) implemented a well-intentioned but ultimately disastrous math reform. The district eliminated Algebra 1 as an 8th-grade option for all students, forcing everyone onto a uniform path where algebra wouldn’t be offered until 9th grade. The goal? Reduce racial disparities and end tracking by lowering standards for everyone. The result? A new set of inequities, declining achievement, and fewer students—especially Black, Asian, and Latino—taking advanced math courses that pave the way to college and careers in STEM fields.

SFUSD’s reform made headlines and was heralded by national advocates. But when community members and researchers dug into the data, a very different picture emerged.

After the reform, enrollment in AP Calculus fell by 21%, especially among Asian American students. While some recovery occurred in later years, participation levels have not rebounded to their pre-reform highs. Furthermore, the achievement gap in 11th-grade math between white and Black students grew by 15 points, and between white and Latino students by 31 points. Black 11th graders in SFUSD scored, on average, below the average 5th grader on California’s standardized assessments.

This wasn’t just a misstep—it was a systemic failure.

Minnesota Must Not Repeat San Francisco’s Mistake

Now, Minnesota lawmakers are treading in similar waters. By eliminating high school algebra standards—making a course that is required for admission to most four-year colleges optional—policymakers are pushing our state into concerning territory for long-term student success. 

Algebra is a critical gateway course. Students who complete algebra early are more likely to take advanced math, attend college, and pursue STEM careers. Colleges and universities throughout the country—including the University of Minnesota—require high school algebra before students can enroll in college courses. Making high school algebra optional rather than required will create a patchwork of students who can get ahead and those who unknowingly fall behind, creating an artificial ceiling on students’ life-long potential.

And let’s be real: Minnesota is already facing alarming opportunity gaps. According to state data, only 22% of Minnesota Black students and Latino students met state math standards in 2024, compared to 56% of white students. If SFUSD provides any evidence of our future state, rolling back standards won’t close these gaps—it will widen them and cement them.

Minnesota should be heading toward more opportunity, more preparation, and more ambition for every student. Eliminating high school algebra standards sends the opposite message: that we expect less from our students. It assumes that Minnesota students—especially those from historically underserved communities—can’t handle rigor. That’s not fairness or “local control.” That’s condescension and an abdication of our duty to prepare every student for any post-secondary path they choose.

We should be investing in high-quality math instruction, equitable acceleration opportunities, and support systems that lift all students—especially those furthest from opportunity.

San Francisco ultimately reversed their bad math policies. We have the opportunity to avoid them altogether.