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Dear Parent(s), I hear you loud and clear, and I have the answers!
In Atlanta Public Schools (APS), parent and teacher complaints regarding the Geometry curriculum—specifically the Geometry: Concepts and Connections course—often center on the transition to new state standards and the lasting impact of the "integrated" math debate.
As of the 2025–2026 school year, the following are the primary areas of concern:
1. The Complexity of the "New" Math Standards
Georgia recently revamped its K-12 Mathematics Standards to emphasize flexible thinking and real-world application over rote memorization.
The Burden on Students: Parents often complain that the standards are overly demanding, requiring students as early as 5th grade to analyze complex shapes like rectangular prisms before they have fully mastered foundational arithmetic.
Lack of Mastery Time: Teachers and parents have noted that because the curriculum is rigorous and fast-paced, there is often not enough time to teach to mastery, leaving students who struggle "in the dust".
2. Disconnect in Instructional Methods
A recurring complaint involves the gap between how teachers were trained and how they are now required to teach.
Instructional Style: Parents have expressed frustration that while students are encouraged to "think flexibly," many teachers are still adjusting to these new methods, leading to inconsistent classroom experiences.
Avoidance of Proofs: Some geometry teachers reportedly avoid teaching complex proofs due to a lack of confidence in the new standards or the belief that students struggle too much with abstract reasoning.
3. Integrated vs. Traditional Pathways
The debate over Integrated Math (mixing Algebra, Geometry, and Statistics) vs. Traditional Math (discrete year-long courses) remains a point of contention in Georgia.
Teacher Preferences: Surveys have shown that many Georgia high school teachers prefer a traditional approach, specializing in either Algebra or Geometry rather than trying to teach both in an integrated format.
Parental Skepticism: Parents often view the integrated model as confusing or "watered down," though state assessments continue to use the integrated model for high school testing.
4. Grading Policy Controversies
A specific point of tension in APS has been the district's grading policy, which includes a minimum score of 50 even for uncompleted work.
"Numbers Over Students": Parents have voiced concerns that such policies prioritize graduation rates over actual learning, with some comparing it to past "cheating scandals" in the district.
5. Inequitable Access and Support
Parents in historically underserved neighborhoods have raised alarms about inequitable access to resources.
Loss of Individualized Instruction: Recent 2025 meetings regarding school closures and redistricting highlighted parental fears that consolidated schools will result in larger class sizes and a loss of the individualized instruction necessary for difficult subjects like Geometry.
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The Questions
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3. Do you need a lesson on a particular concept your teacher taught that you did not understand?
4. What did your math teacher teach you today?
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2. Do you have a quiz, test, or exam this week I can help you prepare for?
3. Do you need a lesson on a particular concept your teacher taught that you did not understand?
4. What did your Language Arts teacher, math teacher, and or science teacher teach you today?
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6th Grade English Grammar and Composition Handbook
7th Grade English Grammar and Composition Handbook
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9th Grade English Grammar and Composition Handbook
10th Grade English Grammar and Composition Handbook
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12th Grade English Grammar and Composition Handbook
Dr. Kevin L. Powell tutors and teaches mathematics strictly from the textbooks.
For the 2025–2026 school year, Atlanta Public Schools (APS) follows the Georgia K-12 Mathematics Standards, specifically the course titled Geometry: Concepts and Connections. This curriculum transitioned from the older Georgia Standards of Excellence (GSE) to emphasize mathematical modeling and real-world application.
Core Curriculum Topics
The high school Geometry curriculum is organized into "Big Ideas" that integrate geometric, algebraic, and statistical reasoning:
Geometric and Spatial Reasoning: Includes rigid motions, transformations (reflections, rotations, translations, dilations), similarity, and congruence.
Circle Properties: Exploration of circle theorems, arc length, area of sectors, and the relationship between pi, radius, and diameter.
Trigonometry: Right triangle trigonometry, including sine and cosine of complementary angles, the Pythagorean Theorem, and special right triangles.
Measurement and Modeling: Informal arguments for geometric formulas (dissection, Cavalieri's principle), volume of 3D objects (prisms, cylinders, cones, spheres), and identifying cross-sections.
Algebraic Connections: Applying polynomial expressions to geometric problems and using coordinate geometry for distance, midpoint, and slope.
Probabilistic Reasoning: Analysis of conditional probability, compound events, and two-way frequency tables.
Course Structure and Assessments
Placement: Geometry is typically the second course in the high school math sequence, following Algebra: Concepts and Connections.
Course Options: APS offers on-level Geometry and Honors Geometry, the latter of which involves more complex deductive proofs and deeper conceptual exploration.
Grading and Exams: Many courses include a Georgia Milestones End of Course (EOC) assessment, which historically accounts for roughly 20% of a student's final grade.
Mathematical Practices: The curriculum requires students to use tools like Desmos or GeoGebra and emphasizes critical thinking through 8 specific Mathematical Practices, such as persevering in problem-solving.
