Reading the introduction, it's an extended insult to anyone proceeding faster than the government prescribed standard pace, accusing them of failing to process

Reading the introduction, it's an extended insult to anyone proceeding faster than the government prescribed standard pace, accusing them of failing to process things in depth. (And for those who missed a concept- too bad you have to keep going at the same pace.) The primary objective seems to be ensuring no one gets visibly ahead of anyone else. It's attempting to push the SFUSD no Algebra until high school madness on everyone. The description is so full of contradictions that it can't be rationally understood- there are not allowed to be advanced students, but "high achievers" are helped by going "more in depth", while they "learn to appreciate the beauty of mathematics and the connections between mathematical areas". They sit there and complain about a "rush to calculus", but then in order to take Calculus in SFUSD you have to rush through the classes that immediately precede it. "All students can take Common Core-aligned mathematics 6, 7, and 8 in middle school and still take calculus, data science, statistics, or other high-level courses in high school." And how does that turn out? "In SFUSD, students have many options for a fourth year of math, including Pre-Calculus, AP Calculus and AP Statistics. There are also many ways to reach a fourth year of math, including choosing to take a “compression” course that combines Algebra 2 and Precalculus in 11th grade; choosing to “double up” on math during 9th or 10th grade; or taking a summer Geometry course between 9th and 10th grades."[1] Why the great opposition to 8th grade (or earlier) Algebra? "In order to reach algebra in grade eight, students must cover all of middle grades math in just two years (or else skip some foundational material)." Or, you need to cover the 9 years (K-9) in 8 years, which doesn't sound quite as daunting...not to mention the possibility of starting ahead. However, they are concerned that students path is set in 5th grade. Rather than look at this as a lack of imagination in the naming of courses, such that they all need to be one year endeavors... I fully support getting rid of some closed notion of "tracking" where people have no ability to move at their own pace and speed up or slow down. However, all of their complaints against tracking (save one) apply to this solution, as it is locking all students into one, inadequate track. [1] https://archive.sfusd.edu/en/assets/sfusd-staff/1.9.19%20Math%20Enrollment%20Press%20Release%20-%20Google%20Docs.pdf https://archive.sfusd.edu/en/assets/sfusd-staff/1.9.19%20Mat...