A recent report from the National Council on Teacher Quality (NCTQ) reveals a concerning shortfall in how states prepare elementary teachers for math instruction. Despite the urgent need to improve students’ math performance, only 21 states provide clear guidance to teacher preparation programs. The report underscores that merely one in eight elementary teacher prep programs effectively teach math, highlighting a significant gap in educational standards.
The findings come at a critical time as national math scores continue to lag. According to the National Assessment on Educational Progress (NAEP), one in four fourth graders nationwide cannot perform basic math. The Programme for International Student Assessment (PISA) ranked the U.S. 34th in math among 78 countries in 2022, further emphasizing the need for systemic change.
Alabama’s Noteworthy Progress
Alabama stands out as the only state earning a ‘Strong’ rating for its comprehensive approach to improving math instruction across five core policy areas. These include setting specific math standards for teacher prep programs, reviewing these programs for robust math instruction, adopting a strong licensure test, requiring high-quality curricula aligned to state standards, and providing ongoing professional support for teachers.
Alabama’s efforts have yielded impressive results. The state made the largest improvement in the 2024 NAEP fourth-grade math assessment, moving from last place in 2019 to 32nd. When adjusted for socioeconomic factors, Alabama ranks 12th, demonstrating the effectiveness of its policies.
“You can’t improve math outcomes by focusing on just one piece,” said Dr. Eric Mackey, Alabama State Superintendent of Education. “Real progress happens when your standards, assessments, instructional materials, coaching, and teacher preparation all point in the same direction. Alignment isn’t the finish line–it’s the starting point.”
Challenges Across Other States
While Alabama’s progress is commendable, many states lag behind. The NCTQ report highlights several areas where states fall short:
- Only 21 states provide detailed guidance on math content areas like numbers and operations, algebraic thinking, geometry, and data analysis.
- Just 13 states use a strong or acceptable math licensure test, ensuring teachers demonstrate content knowledge before entering the classroom.
- Only four states require districts to select math curricula from a state-approved list, leaving many without vetted instructional materials.
Seven states, including Arizona, Hawaii, and Maine, received ‘Unacceptable’ ratings for their lack of policy action. These states engage in few, if any, initiatives to improve math instruction, according to the report.
Expert Opinions and Future Directions
Experts emphasize the critical role of teacher preparation in improving student outcomes. Heather Peske, NCTQ President, stated, “Empowering teachers with the knowledge and skills to teach math effectively is essential for improving life outcomes for all children.” Investing in better preparation and support for math instruction is vital for student success.
Moreover, a 2020 survey by Educators4Excellence found that 98 percent of teachers believe they should demonstrate content knowledge before teaching, underscoring the importance of rigorous licensure tests.
Looking ahead, states must adopt comprehensive policies that align standards, assessments, and instructional materials. By doing so, they can build teacher capacity and ultimately enhance student achievement in math.
Conclusion
The NCTQ report serves as a wake-up call for states to bolster their math education policies. With Alabama setting a precedent, other states have a model to follow in improving math instruction. As the nation grapples with low math scores, systemic changes in teacher preparation and support are crucial for reversing this trend and ensuring students are equipped with essential math skills for future success.
