New EdTrust in MA Brief Highlights Critical Gaps in Massachusetts Math Instruction
Unequal Access to High-Quality Curricula, Growing Achievement Gaps, and the Urgent Need for Better Teacher Training

Boston, December 16 — Massachusetts has built its reputation on education and innovation, yet its students are falling behind in the very skills that drive today’s economy. Nearly half of the 30 fastest-growing occupations expected by 2033 require strong math skills. Despite this demand, Massachusetts students are increasingly unprepared for a labor market where math fluency is no longer optional — it’s essential.

The Commonwealth’s future depends on a mathematically literate society.  Yet today, only 41% of students in grades three through eight and 45% of students in grade 10 meet grade-level expectations in math on state assessments. Without strong foundational math skills — or even a basic understanding of numbers — students risk limiting their career prospects, financial security, and ability to participate fully in an increasingly data-driven world.

To address these challenges, EdTrust in Massachusetts has released The State of Math Instruction: Equity, Access, and Outcomes, a new brief highlighting the current state of K–12 math education in the Commonwealth. The brief spotlights key data on two foundational pillars of effective math instruction: the adoption and implementation of high-quality math curricula across school districts and the availability of well-prepared educators who can deliver rigorous math instruction. It builds on an earlier analysis, The State of Math in Massachusetts: A Data-Driven Look at Massachusetts’ Math Crisis and What Can Be Done, which found that Massachusetts is experiencing one of the fastest-growing gaps in eighth-grade math achievement in the nation.

“There are so many pieces to the puzzle when it comes to improving math outcomes — and we have to bring them all together,” said Jennie Williamson, state director for EdTrust in Massachusetts. “When students lack access to high-quality, coherent, and rigorous instructional materials and access to well-trained educators who can deliver this type of instruction, the impact goes far beyond test scores. When their lessons don’t challenge or support them, they begin to disengage, lose confidence, and stop believing they can succeed in math. And when that happens, we don’t just lose future engineers, carpenters, or scientists — we lose curious, capable problem-solvers whose potential was never fully realized.”

Key Takeaways

1. Nearly one-third of Massachusetts school districts have not reported using high-quality curricula in any grade, which potentially leaves hundreds of thousands of students without access to instructional materials that meet key standards.
2. Access to high-quality math curricula varies by grade level, with the weakest implementation occurring in the earliest and latest years of schooling.
3. Access to high-quality math curricula varies across districts, often depending on the concentration of specific student groups.
4. Spending and staffing levels appear to have little impact on whether districts adopt high-quality math curricula, suggesting that access to these materials is not solely dependent on resources.
5. Massachusetts is facing both a shortage of qualified mathematics teachers and persistent gaps in teacher preparation — particularly at the elementary level, where strong math foundations are essential.

“Simply investing in high-quality instructional materials and professional development isn’t enough, said Dr. Heather Peske, president of the National Council on Teacher Quality (NCTQ).  “We need stronger strategies and meaningful incentives to attract more qualified teachers into our classrooms and, just as importantly, we need to strengthen preparation programs. Too often, teachers are leaving teacher prep without the knowledge of math or the skills to teach deep mathematical understanding. As a result, they are left to figure it out on their own. And clearly, it’s not working.”

Recommendations

The brief urges state and district education leaders to effectively address the math challenges across the state in the following ways:

For state leaders:

1. Build sustainable cross-district learning networks.
2. Prioritize funding for math improvement efforts.
3. Strengthen the math teacher pipeline and preparation system.

For district leaders:

1. Audit math materials and instructional practices.
2. Invest in implementation, not just adoption.

“The stakes are too high for us to maintain the status quo. Every year that Massachusetts fails to act, opportunity gaps widen, economic potential diminishes, and an entire generation of students is left behind,” said Mary Tarmer, founder and executive director for Mass Potential. “We’ve seen what’s possible when we listen to what the data is telling us and respond to a community’s call for improvement. When parents, educators, and advocates come together, policymakers notice, momentum builds, investments are secured, and real progress can happen—like the momentum we’re now seeing in literacy instruction. Now it’s time for math to follow.”

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About EdTrust

EdTrust is committed to advancing policies and practices to dismantle the racial and economic barriers embedded in the American education system. Through our research and advocacy, EdTrust improves equity in education from preschool through college, engages diverse communities dedicated to education equity and justice, and increases political and public will to build an education system where students will thrive.