State education leaders can help propel student math outcomes by making large-scale instructional improvements and providing resources to districts for interventions and assessments, according to a report released Thursday from the Council of Chief State School Officers.
Statewide efforts to improve math achievement should be included in a state's broader strategic vision. That vision should be based on data and include input from a wide range of stakeholders, said CCSSO, a professional nonprofit for state education leaders.
“Our students need a strong foundation in math so they develop problem-solving and critical thinking skills needed for their future,” said Carissa Moffat Miller, CCSSO's CEO, in a statement.
Student math performance, both pre- and post-pandemic, has been disappointing.
In 2022, average math scores in the U.S. on the National Assessment of Education Progress were lower by 5 points for 4th graders and down 8 points for 8th graders when compared to scores in 2019. Before 2019, scores had been stagnant for many years, although 2019 testing results were higher than in 1990, when the assessment was first introduced.
In its report, CCSSO acknowledges the lackluster NAEP performance, as well as the drops in math progress due to pandemic-related learning loss. At the same time, the council highlights recent actions in some states that have led to math progress, including a nearly double-digit increase in proficiency rates in Rhode Island and higher enrollment in advanced math classes in Washington.
Here are the six initiatives CCSSO recommends for state education leaders:
Cultivate a list of high-quality instructional materials
States should support districts in choosing and adopting high-quality, equitable and rigorous instructional materials. This can include creating a list of quality materials, providing training on selecting lesson resources, easing barriers to procurement, and creating grants to help districts purchase materials.
Provide professional development for the curriculum
It's not enough to just help districts acquire high-quality curriculum, teachers need "curriculum-embedded professional learning," CCSSO said. It recommends, among other measures, that states create guidance for districts to ensure all teachers — including special educators and instructional support staff — receive professional development in using curricula.
Align supplemental supports with core instruction
After-school supports and in-class multi-tiered systems of support should complement classroom math lessons. States can bolster this work by providing guidance that promotes collaboration between tutors and classroom teachers, as well as provide resources to help districts review supplemental instruction materials.
Leverage real-time student achievement data
Assessment data can offer teachers and families vital information about student performance. But using too many assessments can lead to fragmented data that teachers struggle to act on.
States can support districts by limiting excessive or unnecessary assessments, communicating a clear vision for the role of state and local assessments, and sharing best practices for using real-time data to guide interventions.
Boost access to advanced math courses
CCSSO recommends middle school students have access to an Algebra I course so they have opportunities to take more advanced math courses in high school. Taking calculus, statistics and other higher-level math in high school is sometimes recommended for college admissions.
The council advises that states create data thresholds to determine math course placements, as well as emphasize the use of multiple data points for determining student participation. It also suggests that states develop sample communication tools to inform students and families about math course opportunities and benefits.
Have a coherent approach to elevate high-quality instruction
State chiefs can build a systemic and comprehensive education approach within state agencies and encourage collaboration among different departments. This could include holding regular meetings about math instruction with staff from all relevant departments and aligning funding programs with incentives to implement state math instruction initiatives.
