It would be reasonable for one to think that states are making a special effort right now to create more rigorous math curricula amid nationwide drops in test scores. But that person, unfortunately, would be completely wrong. In fact, some states are even doing the opposite.

California’s Board of Education approved a new comprehensive math framework on Wednesday that details how the state will refocus math instruction on “meaning-making” and “equity.” In fact, the words “Social justice,” or some variation of the word “equity,” appear 188 times in the document — including in the titles of multiple sections. Education Week reported that “It also encourages teachers to make math culturally relevant and accessible for all students, especially students of color who have been traditionally marginalized in the subject.”

But it is unclear how exactly reorienting math — an area of academic study that does not operate in the subjective realm — toward the overtly political (or cultural) will actually benefit any students. It won’t, of course. But for those who have a nonsensical theory of the world that sees nothing as apolitical, making math about social justice and inequities makes perfect sense.

It gets worse: The original version of the framework recommended that all students take algebra I in (but not before) ninth grade. Yes, you read that right, ninth grade, in order “to reduce the potentially harmful effects of tracking, in which some students were relegated to lower-level courses as early as middle school and never caught up.” You see, the solution to some students not being able to take algebra until ninth grade is by forcing all students to do so and be permanently behind. Truly galaxy-brain-level thinking here.

Of course, if one does not take algebra I until ninth grade, then he will probably not have time to take calculus before college. If one does not take calculus before college, it will be incredibly difficult to be admitted to selective universities and keep up once in college. This would be a recipe to make mediocrity standardized. It is no big deal if individuals are at different places in their learning, but mandating that everyone be relegated to the lowest common denominator is unacceptable.

In the final version of the report, it recommends that not all, but most, students ought to take algebra I in ninth grade. This is a slight improvement, but only barely.