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Empowering Individualized Learning

We are thrilled to introduce our innovative math program, designed to revolutionize how students approach Algebra, Geometry, Algebra II, and Trigonometry. Our approach recognizes that every student enters high school with unique math backgrounds and abilities that should be acknowledged. In doing so, every student can begin her high school math journey at an appropriate level that can both build confidence and provide a healthy challenge for her. 

Throughout education, mathematics has been an area where some students excel effortlessly while others may encounter varying degrees of challenges, highlighting the diversity of learning experiences within this subject. During the pandemic, students experienced unequal access to consistent math curricula, further exacerbating the gap between proficient math learners and those encountering challenges. Students need greater individualized math support than ever, and it’s time to change the way we approach math education. 

In order to better address students’ individual learning needs and empower them to take ownership of their math journeys, we’re introducing an individualized math education approach that allows students to self-pace across the Algebra, Geometry, Algebra II, and Trigonometry curricula, while being able to access 1:1 teacher and collaborative student learning supports. Teachers and academic counselors will partner with students to devise tailored academic math plans, ensuring their competitiveness as college applicants and fulfillment of essential curriculum requirements that align with their college and career goals.

Join us on this exciting journey as we redefine math education and inspire a new generation of confident and capable mathematicians.

We know programming changes often bring questions and curiosity. Please don’t hesitate to reach out to us and feel free to contact Math Department Chair Jillian Loftus at

Key Features:

  • Individualized Learning: Our program's placement testing ensures curriculum adaptation tailored to each student's current level. This prevents redundant relearning or starting above their foundational skills, granting all students access to an individualized math program at their level. Teachers will create customized pacing schedules to support student learning and goal attainment.

  • Collaborative Learning: Students engage in collaborative learning with teachers and peers, benefiting from one-on-one teacher support and dynamic peer groups. This fosters an interactive and supportive learning environment, allowing them to learn from and alongside each other at a pace that is most comfortable for them.

  • Flexible Pacing: Students have the freedom to spend more time on topics when needed or to advance at a faster pace, allowing them to potentially complete the course in less than one year and progress to the next level.

  • Progress Monitoring: Students can monitor their progress with regular teacher support, empowering them to take ownership of their learning and determine when they are ready to assess their knowledge.

  • Accelerated Learning Opportunities: Students can challenge themselves to complete more than one year of math within a single school year, fostering confidence and growth.

  • Honors Programming: Through opt-in units, students can access honors programming featuring rigorous problems and assessments promoting higher-order thinking skills. Students can choose to challenge themselves with one unit of honors programming, or they can opt into honors programming for every unit of the course. 

  • Transcript Recognition: Students who opt into honors programming for every unit will receive honors credit on their transcripts, acknowledging their dedication and achievement in advanced math coursework.


Classes Offered

Dancing Algebraic functions

3D-printed dancing algebraic functions!

Math at Mercy is not just a subject. The Math Department links what we are learning to our everyday lives to make it relevant. Math is an interactive experience where we can learn in a positive and encouraging environment. Maggie McHale ‘2012