The future of our nation’s success depends on a mathematically literate society, yet only 10% of adults demonstrate mastery of basic math concepts. Nearly one-third of U.S. adults struggle with basic numeracy (i.e., grasping what numbers mean), drastically limiting their access to good jobs, financial security, and participation in a data-driven economy.

These challenges begin early and disproportionately affect the most vulnerable students. According to the 2024 Nation’s Report Card, around two-thirds of fourth and eighth grade students are not proficient in math. Notably, scores among underserved eighth grade students have significantly declined since 2019 — a sign that pandemic recovery efforts have not reached these students.

Among fourth and eighth grade students with a learning disability, 92% are not proficient in math. Math difficulty begins early and compounds over time, potentially closing doors to future opportunities.

Following the pandemic, bold advocacy forced a reckoning in U.S. literacy standards. Reading instruction, once considered “remedial” (e.g., explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension), is now regarded as mainstream best practice.

High-quality math instruction must be a top policy priority — students cannot access future opportunities without it. Policymakers have a clear opportunity to support policies that promote proven strategies for boosting math achievement, implement them at scale, and help every student build the skills needed for future success.

According to the 2024 Nation’s Report Card, around two-thirds of fourth and eighth grade students are not proficient in math. Notably, scores among underserved eighth grade students have significantly declined since 2019 — a sign that pandemic recovery efforts have not reached these students

We Know What Works — But We’re Not Implementing It at Scale

Effective math instruction does not involve separating students by ability but rather providing all learners with the support they need to build deep, transferable understanding.

Consistent information-gathering (e.g., formative and summative assessment with targeted instructional adjustments) and flexibility are required to build precision in teaching. Data-based instructional decisions empower learners to engage in meaningful problem-solving without confusion or guesswork. Students at all levels gain deeper understanding, build fluency faster, and develop greater confidence attempting challenging math problems.

High-quality math instruction:

• Provides explicit and systematic teaching with clear and consistent math language
• Uses visual models and multiple representations to make abstract concepts concrete, including number lines to build students’ mental number line and estimation ability
• Emphasizes schema-based problem solving, helping students understand the structure of math in real-world contexts
• Leverages cumulative, strategic practice to build fluency and long-term retention
• Promotes fluency (accuracy and efficiency) as a gateway to higher-level reasoning without cognitive overload
• Relies on progress monitoring and data-based decisions to adapt instruction responsively and continuously

These hallmarks of excellent instruction benefit every learner and should be foundational in math policy moving forward.

Furthermore, there is evidence that adults’ math knowledge can improve if they implement instruction designed with the aforementioned elements of high-quality math instruction. This provides practical insights into improving teacher training to strengthen instruction.

Our Students Need Systemic Change, Not Just Better Materials

Simply investing in high-quality instructional materials and professional development is not enough, as these efforts often fall short without a shared vision of implementing research-validated practices known to improve math achievement. Teachers are typically trained to deliver curriculum, not to teach in ways that create deep understanding. Understandably, teachers are left with inconsistent recommendations, leaving students to “figure it out” — often feeling bewildered, frustrated, and convinced they are “not math people.” High-quality math instruction is not dependent on a specific program or curriculum but rather systemic change to math instruction is. Districts must shift their thinking: these instructional elements should anchor every math classroom.

When the bar for instructional quality is raised, everyone wins. Clear, explicit, and research-validated strategies create stronger foundations for all learners.

A Call to Policymakers: Invest in the Future of Math Education

Policymakers have a clear choice: continue on a path of widening gaps and stagnant performance or transform how our nation teaches math. The path forward is clear:

• Restore federal research funding to fuel interdisciplinary, implementation-focused, classroom-based studies to build shared solutions and close the research-to-practice gap
• Rethink teacher preparation to emphasize research-validated math instruction across all settings
• Support universal screening, data-driven decisions, and targeted intervention in every district

The stakes are too high to maintain the status quo. Every year of inaction widens opportunity gaps, erodes economic potential, and fails the next generation of students. Transforming math outcomes in the U.S. is not a slow policy ambition but an urgent necessity that districts must implement with bold leadership, sustained investment, and an unwavering focus on equity and opportunity for every learner. There was a similar shift in reading instruction when parents, educators, and advocates pushed for research-validated practices. It is time for math to follow. 

Acknowledgments: NCLD thanks Dr. Sharmila Roy and Gabriella Donofrio, math professionals and our Professional Advisory Board members, for their expert review. Visit ncld.org for more information.

Series: Math Learning Network