WEST NEWBURY — Results of an exam designed to assess readiness for Algebra II given to all ninth-graders this spring were dramatic enough to prompt a change in the math curriculum for next year, Assistant Superintendent Bill Hart told the Pentucket Regional School Committee on Tuesday.

Hart didn't say just how many ninth-graders were identified as deficient in their algebra skills, nor did he provide the committee with specific data on the results of the assessment. He did say that the fact that a new curriculum will be offered next year is a fair indication that "we weren't satisfied with (the results)."

The district's math teachers will be working over the summer to implement a new plan designed to both address the deficiencies and at the same time continue to move forward with Superintendent Paul Livingston's desire for a more rigorous math curriculum.

Livingston has challenged his staff to have their students achieve mastery in Algebra I by eighth grade and allow for pathways within the high school curriculum for all students to reach advanced math classes in their senior year.

Under the new plan, next year's ninth-graders will have the option of taking Honors Geometry, College Prep (CP) Geometry, or Algebra I. Initially the administration had planned to offer Integrated Math I again next year — a two-year course that combines instruction in both algebra and geometry.

But after review of the assessment results along with considerable push back from parents, teachers and School Committee members, the administration agreed to offer the stand-alone Algebra I course instead. This year, geometry teachers supplemented their classes with instruction in Algebra I to make up for what they had already identified as deficiencies even prior to the assessment exam.

West Newbury's Heather Conner stressed that her criticism of the math program over the past few months was not intended "to point any fingers." Instead Conner said she was just pushing for administrators to "make a plan."

It is important to recognize that "a lot of people are working very hard," she said.

Tenth-graders who took geometry as freshmen have three options next year. They can take Algebra II, then Pre-Calculus with Limits as juniors, and AP Calculus in their final year. Or, for those who scored poorly on the recent assessment exam, a new option is available called Advanced Algebra. The course, which Hart referred to as "Algebra on steroids," offers a combination of Algebra I and II. It's aimed at bringing students quickly up to speed in Algebra I and propelling them forward so, should they choose to, they can jump into Pre-Calculus by 11th grade and reach Honors Calculus or Advanced Placement Calculus by their senior year.

Students who began the Integrated Math program as freshman will either complete the course as sophomores or move into Advanced Algebra, enabling them to reach calculus in 12th grade.

Sophomores who passed Algebra II this year will take calculus or the more rigorous Pre-Calculus with Limits. For the first time, the high school is offering a CP Pre-Calculus course, Hart said. Students taking Honors Pre-Calculus will have the option in their senior year of taking AP Calculus — a choice previously only available to students who took Pre-Calculus with Limits as juniors.

Superintendent Paul Livingston stressed that recommended math placements were not based solely on the results of the assessment test. Teacher input and performance in previous math classes were also factors.

"It's about looking at where kids are and meeting their instructional needs there," he said.

And parents always have the option to waive their teen into any class they wish to, Chairman Maureen Moran added.

Groveland parent Mary Ellen Ramsey wanted to clarify that there would be enough sections of the advanced level courses offered to accommodate any student who works hard to get to that level. Livingston agreed, saying the goal was to open more doors for students in this area.

Merrimac's Todd Treado cautioned against "dumbing down courses" for students who aren't able to handle the curriculum in more advanced classes. Perhaps a discussion is needed on how the committee feels about the philosophy of academic tracking, he suggested.

Although she supports a rigorous curriculum, Conner wanted to know whether it was really necessary for all students to take Pre-Calculus or Calculus.

Livingston said a push for higher math standards in public schools is occurring nationwide.

"We're trying to prep for what's coming down the pike," he said.