Baltimore, Maryland – Laurence Anthony Villar Fernandez, a veteran math educator with more than a decade of classroom and curriculum development experience, has unveiled the EquiMath Framework a practice-proven, equity-centered math remediation model designed to address the national crisis of math failure among underserved high school populations. Drawing on years of teaching experience in both U.S. and international settings, Fernandez aims to close persistent opportunity gaps and boost graduation rates through culturally responsive and scalable interventions.
Mathematics failure remains one of the most predictive indicators of high school dropout risk in the United States. For students from historically underserved backgrounds, particularly African American and Latino youth in urban and rural communities, the impact is disproportionately severe. According to national data, students who fail Algebra I by ninth grade are significantly more likely to disengage from school and not graduate.
Fernandez, currently teaching at Vivien T. Thomas Medical Arts Academy in Baltimore, Maryland, has developed the EquiMath Framework through his direct classroom experience and policy-aligned instructional leadership. The model integrates Common Core-aligned content, Universal Design for Learning (UDL), culturally responsive teaching practices, and real-time diagnostic assessment strategies.
“In too many school districts, students who struggle in math are pushed into generalized credit recovery programs that do not address the underlying instructional gaps,” says Fernandez. “EquiMath is different. It’s not about seat time—it’s about meaningful remediation that centers student identity, readiness, and academic dignity.”
The Need for Equitable Math Intervention
The 2022 Nation’s Report Card from the National Assessment of Educational Progress revealed that only 26% of eighth graders nationwide demonstrated proficiency in mathematics, with far lower rates among students in high-poverty districts. Despite mandates under Every Student Succeeds Act (ESSA), many Local Education Agencies (LEAs) still lack targeted, evidence-based math recovery programs aligned with national standards.
“Math failure isn’t just a classroom issue; it’s a civil rights issue,” says Fernandez. “We can’t meet our national goals in education or workforce development unless we confront this problem head-on with culturally relevant and data-driven solutions.”
Core Features of the EquiMath Framework
The EquiMath Framework offers a structured blueprint that blends pedagogical rigor with inclusive instructional practices. Key components include:
- Curriculum Alignment – Common Core-based content customized to reflect students’ real-world experiences and cultural backgrounds.
- Differentiated Instruction – Strategies using UDL, scaffolding, and diagnostic assessments to tailor support for individual learners.
- Technology Integration – Adaptive math platforms and live dashboards to track student progress in real time.
- Professional Development – Educator training in trauma-informed math instruction and culturally responsive practices.
- Community Engagement – Collaborative partnerships with families and local mentors to reinforce learning pathways.
A Professional Track Record in Inclusive Instruction
Laurence Fernandez’s professional journey spans two continents. From 2014 to 2021, he taught Math and Computer Science at The Abba’s Orchard School in the Philippines, where he built a reputation for project-based, Montessori-inspired instructional leadership. Since relocating to the United States, he has served in multiple Baltimore City public schools, including Mergenthaler High School and the SAT-focused Yleana Leadership Foundation, where he led virtual math preparation programs.
Currently a full-time math teacher at Vivien T. Thomas Medical Arts Academy, Fernandez has earned recognition for his results-focused and student-centered instructional style. He has facilitated professional learning communities, contributed to school improvement plans, and mentored new educators in evidence-based remediation strategies.
Scalability and Implementation
Fernandez has established EquiMath Frameworks as an educational consultancy based in Maryland to ensure national reach. The firm offers school districts a three-tiered implementation strategy:
- Needs Assessment – Analyze district-level math proficiency and dropout risk data.
- Pilot Deployment – Launch targeted EquiMath programs in high-need schools.
- Districtwide Scaling – Expand programs across LEAs with integrated monitoring and compliance metrics tied to Title I, TSI, and CSI designations.
The firm also provides technical assistance, professional development modules, curriculum redesign, and equity audits specific to math instruction.
Policy Alignment
The EquiMath Framework aligns with ESSA, IDEA, and Perkins V provisions that call for disaggregated performance data, targeted academic interventions, and strengthened career and college readiness. It also supports the U.S. Department of Education’s 2022 Equity Action Plan, which emphasizes inclusive math instruction as a key lever in addressing racial and socioeconomic achievement gaps.
Educational Impact and Future Direction
While many intervention models focus narrowly on credit recovery or test preparation, EquiMath represents a paradigm shift—moving beyond compliance toward authentic learning recovery. Early feedback from pilot efforts underscores the potential for transformative academic and social-emotional outcomes.
“Our students don’t need watered-down math,” says Fernandez. “They need access to rigorous content delivered in ways that reflect their strengths, languages, and community knowledge.”
In the coming year, EquiMath Frameworks will expand its offerings to include specialized tracks for multilingual learners, students with IEPs, and STEM-focused enrichment for underrepresented minorities. The consultancy also plans to collaborate with teacher preparation programs and education research institutes to build the evidence base for its impact.
About Laurence Anthony Villar Fernandez
Laurence Anthony Villar Fernandez is a mathematics educator, curriculum designer, and educational equity advocate with more than 10 years of experience in K–12 settings. He specializes in inclusive instructional design, math remediation strategies, and culturally responsive pedagogy. A graduate of Xavier University – Ateneo de Cagayan (Philippines), he currently teaches at Vivien T. Thomas Medical Arts Academy in Baltimore City Public Schools. He founded and directed EquiMath Frameworks, a Maryland-based educational consultancy advancing scalable solutions to U.S. math achievement gaps.
For Collaboration, Speaking Engagements, and Partnership Opportunities
Laurence welcomes opportunities to collaborate with school districts, educational leaders, professional associations, and academic institutions committed to advancing special education and literacy equity. He offers customized training, keynote speaking, and capacity-building workshops focused on inclusive instructional design, tiered reading interventions, and data-driven special education leadership through his consultancy work.
For inquiries related to partnerships, speaking engagements, or media features, please contact:
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