Parents in New York City’s largest school district are expressing frustration over what they describe as a tedious math curriculum, where students often spend time reading novels instead of engaging in math. They feel compelled to invest thousands of dollars in tutoring or search for more academically rigorous programs elsewhere.
Families in District 2, which encompasses much of Midtown, Lower Manhattan, and the Upper East Side, are advocating for accelerated math classes in elementary school and geometry in middle school to keep their children competitive with peers both locally and nationally.
“My kids are bored, so they end up reading novels during math class,” Danyela Egorov, a member of the Community Education Council in District 2, shared at a recent meeting with Principal Kelly McGuire. She mentioned that other parents are considering moving to District 20 in Brooklyn, where geometry is offered in several middle schools, allowing their children to reach Algebra II by ninth grade.
Meanwhile, other districts in Brooklyn and Queens already provide options for advanced students.
“It’s our only chance for geometry in middle school since we can’t afford private schools,” Egorov stated.
Another Council member, Manpreet Boparai, pointed out that secondary school students finishing accelerated math courses in District 2 are a year behind students from top-performing districts. She noted that students coming from the Lower Lab School, which has advanced programs, face even greater challenges.
“D2 Middle School holds them back, repeating sixth-grade material and pushing geometry to eighth grade,” Boparai expressed. “They don’t need more puzzles; they need appropriate challenges to keep pace with their learning.”
Recently, CEC 2 members Allyson Bowen and Maud Maron emphasized the “urgent need” for math reform during their discussion with McGuire, requesting a meeting to explore a pilot program aimed at improving math education.
They cited the city’s annual school survey, noting that parents are leaving the district due to insufficient academic rigor.
As a result, many families have turned to costly math tutors and after-school programs, such as Russian math schools and RSM.
A West Village mother, who has three children enrolled in District 2, shared that they pay $6,400 for RSM, a supplemental math program. “We want our kids to get ahead of what the public schools currently offer and prepare them for their futures,” she explained.
After school, her children dedicate anywhere from two to five hours weekly to RSM, taking on additional homework in the process. “It’s a significant commitment,” she noted. “While other kids are outside playing, mine are focused on academic work.”
Such programs are gaining traction, particularly in wealthier neighborhoods. Leonard Silverman, the board’s vice president, observed that he frequently sees parents lining up at a nearby Russian math school.
Even Principal McGuire acknowledged that his own son has been attending math classes this summer to keep pace, as his middle school lacks accelerated options.
Despite ongoing discussions and requests, McGuire mentioned there aren’t plans to introduce geometry in the district’s middle schools next year. He is awaiting feedback from principals and indicated that any proposed pilot program would require substantial resources.
Egorov suggested that fear of backlash might prevent the principal from pushing for accelerated learning opportunities.
