Written by Dr. Dia Bryant and Hillary Knudson

Systemwide instructional shifts in math don't start with unboxing new curriculum—they begin with intentional preparation. NMIP's comparative case study of New York City Public Schools and the School District of Philadelphia reveals how "Year 0" creates the foundation for transformative change. This essential preparation period gives districts time to build shared understanding, test structures, strengthen supports, and prepare educators across the system to deliver on the promise of high-quality instruction before full-scale implementation begins.

While NYCPS and SDP took different approaches—one phasing in with Algebra I across 260 high schools, the other launching districtwide with deep stakeholder engagement—both districts shared a common commitment to leading with vision and creating the conditions for sustainable change. Their strategies included narrowing curriculum options, investing heavily in professional learning and coaching, building feedback loops, and ensuring systemwide coherence across instruction, intervention, and family engagement. Both districts paired high-quality instructional materials with robust, ongoing support systems rather than relying on materials alone.

The key lesson for district leaders is clear: Year 0 isn't a waiting period—it's the essential foundation that makes transformation possible. Successful implementations require deliberate change management, clear assessment of current reality and future vision, consistent messaging that builds trust, and deep investment in the people who will bring instructional shifts to life. When districts commit to this preparatory work, they create the clarity, coherence, and capacity needed for math improvements that truly stick.