For years, 8th grade students pursuing challenge math at Pollard Middle School have been expected to learn material outside of school hours. Instead of receiving consistent teacher-led instruction during class, most students rely on Google, AI, tutors, outside programs, or parents to learn material that directly impacts placement into accelerated high school math.

This is not equitable.

A school system should not require students to depend on outside resources, family support, or countless hours outside of school just to access advanced learning opportunities. Students whose parents cannot teach advanced math, who cannot afford tutoring, or who already have busy schedules are at a disadvantage.

Our survey data from Cluster Five showed the following:

45% of students use Google or AI to learn challenging topics.
35% rely on parental assistance.
29% use outside tutoring or programs like the Russian School of Math.
Only 40% reported learning challenge topics from teachers during school hours.

Students repeatedly described feeling unsupported in the current system:

“I think it can sometimes feel unrealistic that you need to teach yourself all the topics without teacher support.”

“I typically find it hard to study for a challenge test due to the lack of resources available on Classroom.”

The current system also creates an unfair imbalance in workload. Students who choose not to complete challenge work can focus on regular class work. However, students who attempt challenge work are expected to independently learn additional material outside of school while still being graded on challenge tests. Fewer and fewer students are attempting this work because it is significantly easier to get a higher grade in Math 8 without doing challenge material. 

Challenge work may technically be optional, but for students hoping to enter accelerated math pathways in high school, it becomes an expectation. Without completing the "optional" challenge work in middle school, it becomes nearly impossible to succeed in a high-level class in freshman year. 

Even administrators acknowledged concerns about equity and support. During an interview, Pollard’s math chair stated the following:

“If my parent doesn’t know all of this math, how can they really help me?”

And later added:

“We don’t want [students] to feel like you kind of have to fend for yourself.”

We appreciate the district’s focus on equity and avoiding harmful academic hierarchies. However, the current system shifts inequity outside the classroom, where success often depends on access to tutors, educated parents, free time, and outside programs.

In the Portrait of a Needham Graduate Priorities and Strategic Objectives 2026-2030, Needham Public Schools says it values helping every student reach their full potential. "Students are supported in reaching for or exceeding grade-level/content-specific standards and their personal potential." We are asking Needham Public Schools and the Needham School Committee to match those values with meaningful teacher-led support for advanced math students during the school day.

Students deserve to be challenged. But they also deserve to be taught.

Miranda Negro and Becky Raiz 

Pollard Class of 2026, NHS Class of 2030