STANFORD, CA – A significant academic complaint has been filed against Stanford University Professor Jo Boaler, alleging "reckless disregard for accuracy" in her research. The complaint claims a key study, which has been influential in advocating for the removal of Algebra from public middle school curricula, contains 52 instances of misrepresented supporting research. This development has reignited debate over math education reform, particularly in California.
The anonymous complaint, submitted to Stanford's provost and dean of research, details numerous instances where Boaler allegedly misstated or misconstrued findings from outside studies in her articles, lectures, and books. Among the challenged notions are claims that timed tests cause math anxiety, that mixing students of different academic levels boosts achievement, and that students perform better without graded work. These allegations underscore concerns about the foundational basis of certain reform policies.
Professor Boaler's work has significantly shaped K-12 math education, notably influencing San Francisco's decision to delay or remove eighth-grade algebra. She also served as a lead writer for the controversial California K-12 Math Framework (CMF), which promotes "detracking" students and delaying Algebra 1 until ninth grade for all. The CMF also proposed data science as an alternative to Algebra II, a substitution later rescinded by the University of California system.
Critics argue that Boaler's approach, rooted in these contested studies, could "water down" math education and potentially hinder student achievement. The tweet from Garry Tan, which brought this issue to light, directly stated, > "The key study used by infamous and disgraced Stanford ed professor Jo Boaler to justify removing Algebra from public middle schools has been exposed as invalid." Tan further added, "There’s nothing honest about academics who promote false studies to take away educations from public school kids."
In response to the mounting criticism, Professor Boaler has asserted that the allegations are politically motivated and form part of a broader campaign targeting equity-focused faculty. The ongoing controversy highlights a deep divide within the education community regarding the most effective and equitable approaches to mathematics instruction for future generations.