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Historically, student performance in math has received less legislative attention than performance in reading, even though student performance on math assessments has been widely analyzed and used to track overall progress of students nationwide.  

Despite conversations around achievement in math, the traditional pathway through math (algebra, geometry, algebra II, pre-calculus, calculus), has remained largely unchanged for most students. Recent state policy work has started to ask larger questions about math policy and pathways.

Below are some of the approaches that state legislatures are taking.

Creating a commission to examine a multifaceted issue can be a way of weighing complex issues before drafting legislation. While this can be a valuable first step, it is critical that policymakers create momentum for implementing the changes recommended by such studies and working groups to bring those ideas into reality for students. 

• Virginia (HB 938) Passed during the 2022 session of the General Assembly, this bill directed the board of education to convene a group of stakeholders to provide feedback on goals which include ensuring schools prioritize grade-level proficiency, growth during the course of the school year in reading and math, and promoting excellence in math instruction. In 2023, that report provided support for Virginia’s new mathematics standards in grades K-12. 

Providing educators, especially K-8 math teachers, with needed professional learning and opportunities to strengthen skill sets is critical to implementing new math standards.  

• Arkansas (SB 294) The bill, known as the LEARNS Act, Secretary of the Department of Education is directed to involve early childhood stakeholders, including experts in early numeracy, in identifying the skills and knowledge needed by highly effective math teachers, to engage with early childhood stakeholders including experts in early numeracy. The goal is to develop highly effective math teachers to provide instruction.   

• Colorado (HB 23-1231) This legislation requires training on evidence-informed practices in mathematics for educators seeking for an elementary education, middle school mathematics, or secondary mathematics endorsement.

• Louisiana (SB 163) In 2023, the Legislature adopted a bill requiring math teachers who teach grades 4-8 to take additional professional development related to numeracy. The bill also requires school boards to report annually on the number and percentage of teachers who have completed the required course. 

Developing or enhancing systems for identifying students in need of intervention in math and creating methods to monitor growth as well as to support identified students is crucial. In a growing number of states, approaches including coaching and tutoring are addressing this issue. 

• Alabama (SB 171) This bill requires all K-2 students to be assessed using an early numeracy screener; students in grades 4-5 must be assessed by a fractional reading screener at least two times a year.

• Arkansas (SB 294) This bill requires each public school district and open enrollment charter school to develop a math intervention plan for students in grades 3-8 who do not perform at or above grade level on the state assessment. The state will launch a $20 million High Impact Tutoring Pilot Program with grants, training, technical assistance, and other support. 

• Colorado (HB 23-1231) This 2023 bill strongly encourages districts to implement policies for identifying and supporting students struggling in math. These policies include identifying students who are below grade level or struggling in math; notifying parents, guardians, or legal custodians if students are below grade level or struggling in math; and providing them with lists of interventions and strategies to assist with math at home.  This bill also requires publication of mathematics curricula annually, including supplemental curricula or interventions. 

Only a few states are providing increased funding to hire teachers, instructional coaches, and classroom aides, but increasing staffing around math is critical to ensuring every student is able to access a quality educator and any additional supports they need. 

• Alabama (SB 171) – This bill known as the Alabama Numeracy Act, establishes the Office of Mathematics Improvement to monitor the implementation of screener assessments, diagnostic assessments, and formative assessments for grades K-5, among other duties. Allocates one to two math coaches for every K-5 public school based on student population. 

• West Virginia – (HB 3035) House Bill 3035 addresses early literacy and numeracy development in kindergarten through grade 3. It requires the State Board of Education to develop benchmarks for language arts and mathematics for K-3 students and provides funding to support more early childhood classroom assistant teachers. By the end of grade 3, if the student is unable to meet minimum requirements in literacy and math skills, the teachers and the student assistance team may recommend that the student be held back. It includes a focus on both dyslexia and dyscalculia. The legislation prioritizes evidence-based math instruction to ensure students achieve proficiency by the end of third grade.

These recent efforts by state legislatures indicate a growing recognition of the importance of math education. By establishing commissions, enhancing teacher training, identifying and supporting struggling students, and increasing staffing, states are taking significant steps to improve math education. These initiatives aim to ensure that all students have access to high-quality math instruction and the necessary support to succeed. As these policies are implemented, it will be crucial to maintain momentum and continuously evaluate their impact to achieve lasting improvements in math education nationwide.