Dr. Wang Raises Clarity, Equity Questions as Board Reviews Key Curriculum Items at Jan. 27 Meeting

Nicholas Mistretta

During the Montgomery Township Board of Education meeting on Jan. 27, board member Dr. Wang offered comments and posed a series of questions tied to several action agenda items scheduled for board approval, focusing on how the district communicates academic pathways, access to advanced math opportunities at the upper middle school level, and how the board should measure the impact of professional development investments in early literacy.

High school program of studies: call for clearer “visual pathway” guidance
Speaking to the agenda item on the Montgomery High School Program of Studies, Dr. Wang thanked the district’s two new board members and administrators for continuing to engage with community questions about academic pathways, a topic she said has been raised by families for several years.

Dr. Wang said parents continue to ask why the district does not provide a visual pathway—a graphical guide showing course sequences and options—particularly because, she noted, neighboring districts provide similar tools. She acknowledged that district leaders have expressed concerns that visual pathways could be confusing, but argued that other districts still share them because they help families understand choices and plan ahead.

She added that as the region changes demographically, Montgomery serves more families who may not have gone through the K-12 system in the United States, and that a visual overview can help those families navigate course options. Dr. Wang suggested that newer tools, including artificial intelligence, could be used to generate clear, accessible visual guides as a starting point for families.

She also emphasized the community’s appreciation for school counselors, citing frequent positive feedback from families who receive guidance—particularly over the summer—when selecting courses and navigating processes that may be unfamiliar.

Upper middle school program of studies: concern about advanced math options and equity
Turning to the Upper Middle School Program of Studies, Dr. Wang said the district should clearly communicate changes to advanced math offerings, specifically noting that Algebra II in grade 8 and Geometry in grade 7 are no longer available to upper middle school students. She said families seeking accelerated learning pathways need clear information on what options remain available within the district.

Dr. Wang referenced prior discussion in which the superintendent asked what comparable districts offer. She said community members had told her that similar advanced learning opportunities are available at no cost to students in several nearby districts, including Hopewell, Princeton, West Windsor–Plainsboro, and Bridgewater, among others. She also said she had observed comparable practices more broadly across New Jersey, with some districts offering such opportunities through gifted and talented programs and others through readiness-based placement.

Noting the district’s high academic performance indicators—such as strong average SAT scores and awards earned by student teams—Dr. Wang said she found it difficult to reconcile the idea that Montgomery students would not be ready for learning opportunities that are available to peers in neighboring districts.

She framed her question to the superintendent and administrative team as an equity issue, asking how the district plans to ensure equitable access for Montgomery students if comparable opportunities exist elsewhere at no cost.

Curriculum and instruction consulting approvals: focus on outcomes and measurable goals
Dr. Wang also addressed the agenda item involving consultant approvals in curriculum and instruction, pointing to a proposed professional development component focused on vocabulary instruction in elementary grades. She said early literacy is a key concern and referenced prior board presentations indicating that a significant portion of students did not meet state benchmarks in reading and other subject areas.

She argued that foundational skill gaps can compound over time and affect students through higher education. Dr. Wang cited broader national concerns about academic readiness, referencing reports that some colleges are seeing increasing numbers of incoming students requiring remedial coursework.

Within that context, she asked whether Montgomery is immune from those trends, concluding that it is not. She said it was encouraging to see investment aimed at early literacy and foundational skills, and expressed hope that the board would establish measurable benchmarks to evaluate progress.

Dr. Wang posed questions to both the board and administration about what specific goals should be set and what data should be monitored to ensure that professional development and related investments produce meaningful improvements. She suggested that these issues could be taken up in a board retreat and/or through committee work.

Photo Credit: Nicholas Mistretta/headlinenewsmontgomery.com