States Take Several Steps to Improve Math Learning

Alexandria, VA—Most states revise their math learning standards periodically. But buoyed by flagging K-12 math achievement since the pandemic, some have gone further, launching full-fledged processes to improve math learning.

According to a new report from NASBE, states such as Illinois, California, Maryland, and North Carolina have reached out to multiple stakeholders and experts, reconsidered high school pathways to college- and career-ready math, took steps to improve instructional quality, and shored up supports for students and families.

• Illinois convened its first-ever statewide numeracy summit to hear from math leaders, state association experts, community partners, and educators. They conducted surveys, focus groups, and listening tours, with 16 stops across the state.
• California is working to bolster math teaching through better instructional materials, math coaches for new teachers, and professional learning communities for educators to help each other improve.
• Maryland sought to simplify the language in its math standards so that families and new educators can more readily understand the objectives for their students. Leaders will also focus on how to help students who need more time to master math content.
• North Carolina, as well as North Carolina and California, reexamined what math graduating high school students need to succeed in careers and college. They will change high school course progressions, with two years of math that integrates algebra and geometry and two years of elective courses, including new ones that cover statistics and data analytics.

State boards have played an important role in math planning. In Maryland, the state superintendent and board work together “to develop policy, to bring focus, to get status reports, [and] to use that public space to ensure that we’re talking about our literacy and math,” said Dr. Joshua Michael, Maryland state board chair.

Every student will struggle at some point, said Michael, a former math teacher. “The question for us to answer is, what do the adults do, both in school and at home, when the student struggles? Do we tell them that they are not a math person? [Or] do we have support to offer to them to help them get across that gap?”

Read “States That Are Leaning into Math Improvement Share Their Lessons.”

 

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