In a follow-up to the last post, I came across an article in the *Salt Lake Tribune* (math education in Utah is a particularly fascinating topic). It seems that a district superintendent sparked a debate with the state superintendent when he sent a tweet that called the state’s position on high school math standards, “curious.”

The disagreement comes not from whether students should take more math in high school, but rather from what math they should take. The state superintendent believes that all students should take math through Algebra 2, and then have options for further study. His critic believes that all students should take calculus.

I agree with the first idea, for a few reasons. Calculus has been inappropriately crowned the king of math. Calculus is merely a doorway to further studies in math or a related field. Students considering a career that is rich in mathematics (pure math, math education, engineering, physics, etc.) should plan to take calculus, preferably in high school.

Many college-bound students will benefit more from a statistics course (required if they choose to attend graduate school) than a calculus course. Most students, regardless of their career plans, would benefit from a course in discrete math, although most schools and districts are slow to consider this path.

The danger of the argument is that these options are being labeled “tracks,” a negative term that implies that students that take statistics are not as smart or capable as students that take calculus. The responsibility lies with the schools and teachers to ensure that this ability grouping doesn’t happen, and that students are given every opportunity to follow the path of their choosing beyond Algebra 2.