The Center for Education Reform’s Post

All. Of. This. While we're starting to see some movement around math, particularly where states are passing policies aimed at supporting early numeracy, we won't be successful with a copy and paste of the approach that's been taken towards the science of reading. Here at National Math and Science Initiative, we know what works and we have the data to prove it - to improve student achievement in math (and STEM generally), states have to ensure that educators are receiving effective, high-quality professional development that equips them to serve ALL students in their classroom. Too often, PD comes down to checking a box with a one-day sit-and-get session and that is not nearly enough to overcome the gaps we're seeing in these assessment scores.

American students have still not recovered academically from time lost during the pandemic. That's a takeaway from a recent international test on math and science learning.  Trends in International Mathematics and Science Study or TIMSS, is a broad math and science assessment of fourth- and eighth-graders from the U.S. and dozens of other countries. Some other countries’ scores also declined since before the pandemic, but U.S. rankings slid comparatively on some measures, the US Students falling from the 2019 testing to 24 out of 45 education systems in eighth-grade math and 15 out of 63 in fourth-grade science. In general, Students scores mirrored 1995 results, after years of gains. However, the latest U.S. scores may not be entirely a result of time lost during pandemic lockdowns. Educators note that more teachers are leaving the profession, often as a result of burnout and student behavior issues caused by the pandemic. Also noted is that absenteeism remains high as parents became less focused on having their students in the classroom, when they could study at home. Regardless, declining educational achievement is a concern if the U.S. economy is going to continue to be the largest and, currently, most robust in the world. CJ Huff Kim Vann, IOM Jasen Jones Cheri Hughes Neil Reddy Steve Harrington David Gaines, MEDP Amy Kauffman, CWDP Travis Stephens IOM Ed Barlow, Ph.D. Robert Harrington MPA MEDP Barry Albrecht, MEDP Christine Rambo, CEcD, MBA Scott Sattler, EDFP Chris Egelston David A. Dodd CEcD/FM/HLM

American students turned in grim results on the latest international test of math skills — adding to a large body of research showing significant academic declines since the Covid-19 pandemic began. The exam, the Trends in International Mathematics and Science Study, known as TIMSS, was given last year to fourth and eighth graders from dozens of education systems across the globe. The results, released on Wednesday, found that since 2019, American fourth graders have declined 18 points in math, while eighth graders have declined 27 points. #american #students #grim #results #internationaltest #mathskills #research #showing #significant #academic #declines #education

When exploring futures of math education with Bill & Melinda Gates Foundation (https://ow.ly/lStV50Rreg2), KnowledgeWorks found that making math education a source of healing and support is a huge need. New resources from WestEd highlight ways of integrating culturally responsive, sustaining education into mathematics. It's great to have these concrete resources for addressing this strategic issue! https://bit.ly/4e6MkNo Regional Comprehensive Centers 2, 13, 15 #FutureOfMath

Interesting article from Sarah Schwartz about the differences between mathematics education in the United States and England: https://lnkd.in/gFrK7cEr I always love this debate: Does more math make a difference? Whether we're talking about requiring more years of mathematics or providing secondary math support classes for students, we often assume that more math will lead to higher achievement. Meanwhile, I also hear arguments from the "math haters" that we shouldn't require students to take math after Algebra 1 if they have no interest in pursuing a degree in mathematics or even a college education. "Many countries—including Australia, Canada, France, Germany, Finland, and Japan—require students to take math through age 18. But there’s a lot of variability in how these countries perform on the national stage." I argue that more math is not the answer, but more *meaningful* math can be the answer. Helping students see, understand, and apply math to the world around them could be the answer to helping the United States improve the international average for math on the Program for International Student Assessment.

This new report by Center for Education Policy Research at Harvard University and The Educational Opportunity Project (EOP) at Stanford University reveals data showing that elementary and middle school students recovered about one-third of the original loss in math and one-quarter of the loss in reading. While these gains are historic, the researchers found that students are still not where they should be. Learn what steps researchers recommend schools take, including informing parents if their child is below grade level in math or reading. #LiteracyGains #K12Education

Just how bad are Americans at math?  In 2022, U.S. 15-year-olds ranked below average in an international math test compared to students from peer countries, according to the Organisation for Economic Co-operation and Development. Recent national tests show math scores declined as students got older. Meanwhile, two-thirds of American adults report experiencing math anxiety. What should journalists understand about math education? Researchers and colleagues provide context Oct. 24-25 during EWA’s 2024 Math Seminar in Fort Worth, Texas. The new day-and-a-half conference looks at issues ranging from the math lessons that hold kids back to math anxiety. Additionally, the conference provides journalists a notebook full of story ideas and connects them with experts to help inform coverage of math education. Journalists: Apply for scholarships today! https://lnkd.in/eJDuWNHW #education #math #matheducation #journalismconferences #reporting #journalism #students #mathtests #standardizedtesting #studenttesting #tests #assessments

Today, I'm excited to guide you through the discoveries, insights, standout moments, results, and implications stemming from my dissertation journey. My dissertation is titled: Educators Perspectives On The Potential Ways Age-Based Placement Affects Newcomer Immigrant Students' Math Performance in U.S. High School... #Ed.DJourney#Watchthisspace

The state of math proficiency among Black K-12 students is a critical concern, with only 18% of Black fourth-grade students and 13% of eighth-grade students reaching proficiency, compared to 45% of white students. This disparity is partly attributed to the lack of African history in U.S. public schools, which highlights the contributions of African mathematicians and scientists in shaping the world. In Houston, the situation is slightly better, with third-grade students in NES schools showing improvement in math test scores. However, the numbers are still nothing to brag about, with nearly 90% of Baltimore students still not proficient in math. The importance of math goes beyond the classroom, as it is essential for problem-solving skills and is used in various fields of employment. The need for math proficiency is not only for academic success but also for life success. What steps can be taken to bridge the gap in math proficiency among Black students? How can we ensure that math education is inclusive and accessible to all? https://lnkd.in/grVXjQjN #mathproficiency #blackstudents #educationequity #africanhistoryinmath #stemeducation