NAEP sounds the alarm on math. Who’s paying attention?

30 Jan NAEP sounds the alarm on math. Who’s paying attention?

By Dale Chu

The latest NAEP math results are in, and they confirm what many have feared: our students remain in a deep hole when it comes to student achievement. The Nation’s Report Card has long been an invaluable barometer of academic progress, and this new data should serve as yet another wake-up call. But will anyone listen?

If recent history is any guide, probably not. The headlines will quickly fade, and policymakers will move on without taking substantive action. That cannot happen this time.

Instead of more handwringing, policymakers should use this moment to push forward meaningful changes. The research is clear: math achievement is directly linked to long-term economic success, and failing to address these deficiencies will have lasting consequences for students and the nation’s future. As one education expert recently put it, “There is nothing more important, in my mind, than helping kids understand the value of math. It’s a matter of survival in today’s world.”

But what changes should states and districts pursue? A coalition of education leaders, including groups like the Collaborative for Student Success, just put forward six key policy recommendations:

1. 1. Expand access to high-quality instructional materials that align with rigorous standards.
   2. Ensure teachers receive curriculum-based professional learning that helps them effectively deliver math instruction.
   3. Increase instructional time through extended learning opportunities both inside and outside of school.
   4. Adopt automatic enrollment policies to place more students—especially those from historically underserved backgrounds—into advanced math courses.
   5. Hold teacher preparation programs accountable for ensuring educators are well-equipped to teach math effectively.
   6. Leverage math coaches to support educators and strengthen classroom practices.

 
Encouragingly, some states have already moved on these. Rhode Island and Mississippi have improved access to high-quality materials. Texas, Washington, and North Carolina have implemented auto-enrollment policies with bipartisan support. Arkansas and Massachusetts have raised the bar for teacher preparation, and Alabama and Colorado are investing in math-focused professional development.

Fundamentally, all of these recommendations hinge on reliable, credible assessment data. Without it, none of these policies can be faithfully implemented. The path forward is clear, but clarity alone won’t solve the problem. It’s time for leaders to move beyond acknowledging the crisis and take decisive action. If we fail to act, the next NAEP results will tell the same dismal story. The question isn’t whether the data will make a sound—it’s whether policymakers will finally listen.