🐺 Lobos Excel in Math! 🐺
In a powerful example of rural innovation and research-driven instruction, Lost Hills Union School District has achieved its highest math proficiency rates since the adoption of the Common Core State Standards. Even more impressively, the district also saw a large reduction in students scoring at the lowest performance levels, marking a major step forward in equity and access.
This success didn’t happen by chance. Over the past few years, Lost Hills has implemented a bold and strategic approach to math instruction by combining two nationally recognized tools:
Mathematical Quality of Instruction (MQI) from Harvard University, which provides a research-based framework for observing and improving the quality of classroom math instruction.
SOAR Curriculum, developed by the University of Pittsburgh, a student-centered curriculum grounded in conceptual understanding, real-world application, and deep mathematical reasoning.
“Our goal was to build stronger math thinkers—not just students who follow procedures,” said a district instructional leader. “With MQI, we focused on improving what teaching looks like. With SOAR, we shifted what learning feels like for students.”
Teachers and instructional aides received regular coaching aligned to the MQI framework, focusing on key elements such as math language, student reasoning, and precise use of representations. Simultaneously, students experienced the SOAR curriculum in small groups, which emphasizes discourse, problem-solving, and connections across math concepts.
“This wasn’t just about raising test scores,” said the school principal. “It was about creating classrooms where students feel confident, capable, and curious about math.”
The district credits the success to collaborative teacher learning, consistent coaching, and an unshakeable belief in each student’s potential. Lost Hills now serves as a model for small, rural districts working to transform instruction with limited resources.
