States Developing Strategies to Enhance Student Math Performance Ahead of Upcoming National Assessment
A recent report indicates that higher education institutions are falling short in providing adequate math education for prospective teachers.
Alarming math scores from the latest national standardized assessments have led multiple state legislatures to introduce new training requirements for teachers and enhance numeracy instruction.
The proposed measures include a calculator prohibition for grades K-8, a pilot virtual reality math program in Rhode Island, more rigorous certification standards for future math teachers in Florida and Oklahoma, as well as regular numeracy assessments and interventions for younger students in several states, aimed at ensuring students attain proficiency before entering high school.
Education officials across the country are looking forward to improvements in the next National Assessment of Educational Progress evaluations, which assess math and reading abilities of fourth and eighth graders biannually.
Related Stories
In light of these results, Iowa is proceeding with plans to evaluate students from kindergarten to grade 6 three times a year and swiftly create personalized learning plans for those lagging behind.
The Iowa Senate passed a bill on April 7 that mandates and allocates funding for interventions and additional training for math educators. Governor Kim Reynolds has expressed her intent to sign the bill into law.
Last year, lawmakers in Kentucky enacted the Numeracy Counts Act, which became effective this fall. This legislation aims to increase the number of trained math teachers in elementary schools, helping students achieve proficiency by grade 6.
Micki Ray Marinelli, chief academic officer for the Kentucky Department of Education, mentioned that the Numeracy Counts Act is an intensive initiative designed to improve math performance rapidly. Elementary school students will be assessed at the beginning of the school year, and families will receive an improvement plan for support.
The report indicates that many university undergraduate and graduate programs significantly lack the recommended 150 instructional hours or 10 course credits that focus specifically on necessary math content and teaching methodologies for students before middle school.
Typically, undergraduate programs offer about 85 hours of math training, while graduate programs offer a mere 14 hours.
The nonprofit education policy organization assigned 22% of undergraduate programs and over 80% of graduate programs an “F” for their preparation of teachers.
“It’s akin to the difference between a basketball player and a coach. While a player can learn their role and follow directions, a coach needs to understand the broader context behind each action.”
The report evaluates every college and university offering teacher training programs. Surprisingly, even some of the most prestigious institutions received an F grade, with no discernible grading patterns based on institutional size, cost, location, or whether they are public or private.
In response to The Epoch Times, Peske remarked that the proposed state legislation aimed at enhancing math teacher training standards in Indiana, Maryland, Oklahoma, and Florida represents a positive development. In Florida, for instance, legislators are pushing to elevate the minimum requirement for math-specific training for aspiring teachers from 40 to 90 hours.
“In recent years, states have justifiably concentrated on reading; however, math is equally crucial. Proficient math skills lead to improved reading outcomes, greater college preparedness, and ultimately higher earnings for students,” Peske explained.
Joel Rose, a former fifth-grade teacher and CEO of New Classrooms, a nonprofit focused on helping districts enhance math teaching, argued that U.S. public education must abandon its ongoing practice of holding advanced students back while neglecting those who are struggling.
Students excelling in math should be permitted to join advanced classes beyond their current grade level, allowing teachers more time to support other students who require additional assistance.
“Grade levels shouldn’t dictate math teaching; we want math to thrive.”
