Report Finds Most States Underprepare Elementary Math Teachers

Recent reports highlight significant challenges in U.S. math education, particularly in elementary and middle school levels, contributing to stagnant or declining student proficiency since the COVID-19 pandemic. A National Council on Teacher Quality report found that most states provide insufficient guidance to teacher preparation programs on essential math topics, leaving educators ill-equipped to deliver effective instruction, with Ohio notably criticized for poor policy quality and lack of investment in support programs. RAND survey data suggest that student disengagement and boredom with math classes contribute to the slow recovery of math scores, especially among lower-performing students. Experts emphasize the need for improved math literacy beginning at the university level, promoting skills such as probability, statistics, and functional reasoning, which are increasingly relevant across various professions and the digital society. Additionally, math teachers are experiencing 'math anxiety,' further complicating efforts to strengthen foundational math skills in classrooms. Overall, these findings suggest a pressing need for systemic reforms in teacher training, curriculum quality, and student engagement to address ongoing math proficiency issues nationwide.