CONTACT:
Chanthy Lopes
Clopestoro@edtrust.org
(401) 497-4458

Boston, MA — January 16, 2024 — As Massachusetts grapples with a literacy crisis that mirrors nationwide trends, another pressing issue is surfacing: students’ numeracy skills. This concern comes at a time when math performance has sharply declined across the nation, and new data shows that Massachusetts students are entering higher education with alarmingly low math proficiency. A new poll released today by EdTrust in Massachusetts reveals that many parents are worried about their child’s math abilities, particularly among those with children in grades 5-8 and parents of traditionally underserved students, with many actively seeking additional out-of-school support. The poll findings also suggest troubling disparities in access to rigorous math opportunities. These poll results will be highlighted at a virtual event on Thursday, January 16th, at 10 a.m. (details below).

Download Topline

Download Crosstabs (Excel)

Webinar Registration

The statewide poll, conducted by The MassINC Polling Group, reveals that just over half of parents (54%) say their child is “doing well” in math, while 36% say their child is “doing okay.” However, parents of low-income backgrounds (earning under $50,000 annually) are less likely to say their child is doing well (46%) compared to those from high-income backgrounds (earning $100,000 annually or more) (62%). When asked if they are concerned about their child’s academic progress this year, 35% say they are concerned—with these feelings more prevalent among parents of students in grades 5-8 (42%), parents of multilingual learners (56%) and parents of students with dyslexia (65%). Moreover, 74% of parents say they are concerned after being informed of the latest statewide math scores for third to eighth graders, with the figure rising to 90% among those worried about their own child’s progress.

“The poll results underscore the deep-rooted systemic inequities that persist,” said Jennie Williamson, state director for EdTrust in Massachusetts. “Families with higher levels of education and income have access to resources and opportunities that contribute to their children’s success in math, while underserved families are left with significantly limited options. This disparity is especially alarming, given that new research shows that math achievement is a stronger predictor of future earnings than reading proficiency or health factors. The state must urgently invest in high-quality, rigorous math instruction and supports—especially for those traditionally left behind—while ensuring every family has access to the information and resources needed to support their child’s academic journey.”

Notably, the poll reveals that only 40% of parents report their child had access to Algebra I by eighth grade—a key milestone linked to long-term academic success, greater math confidence, and college readiness. The findings highlight gaps in access across racial and socioeconomic lines: only 30% of Black, 30% Latino, and 31% of Asian parents report their child had access to Algebra by eighth grade, compared to 43% of white parents. Similarly, only 29% of parents from low-income backgrounds report access, compared to 44% of high-income parents. Additionally, although 78% of parents overall say their child’s school offers Honors and Advanced Placement (AP) math courses, access to these courses is uneven. A higher percentage of white (81%), Asian (82%), and high-income parents (84%) report these courses are offered, compared to only 56% of Latino parents and 66% of parents from low-income backgrounds.

To help their child overcome challenges in math, one-third of parents (33%) say they have sought additional math support outside of school. Among those who have looked for such supports, the most common resources sought include tutoring (45%), online tutorials (35%), and extracurricular math programs (35%). Parents of multilingual learners (61%), parents of students with an individualized education program (IEP) (48%), and parents of students with dyslexia (61%) are more likely to say they seek external support to help bolster their child’s math education. Additionally, parents from low-income backgrounds are less likely to say they pursue outside help (25%) compared to those from high-income backgrounds (38%).

“I don’t think the support is there, really, for the students, especially the parents, who don’t have the means to get a tutor to get all those fancy software where the student can sign up and then learn,” said a participating Boston parent with two children in BPS: a sixth and ninth grader. “Many parents cannot afford that. And even if you can, you have to rely on sitting on the computer and making sure that they’re getting help from the tutor, getting it done, or taking them to another tutor; that’s more time you have to add to your load.”

The poll findings highlight a strong interest in STEM (science, technology, engineering, and math) careers among parents of children in grades 6-12, with 44% overall expressing enthusiasm—with heightened interest among Asian parents (58%) and parents with higher education levels. Similarly, parents from high-income backgrounds (50%) are more likely to say their child is interested compared to those from low-income backgrounds (37%). However, a majority (63%) of middle school parents say their child’s school has not discussed which math courses their child should take in high school.

“These findings emphasize the urgent need for increased equity, transparency, and support in math education,” said Andrea Wolfe, president and CEO of Mass Insight. “As the demand for STEM skills continues to grow, it is essential to ensure equitable access to both foundational and advanced coursework. This will provide students with valuable learning opportunities and expose them to a rigorous curriculum, which is crucial not only for individual success but also for the economic future of Massachusetts.”

Other key poll findings include:

• Parents rely on various measures to assess their child’s math progress, including grades and/or report cards (62%), direct conversations with their child (58%), and information provided by their child’s teacher (52%). Fewer parents rely on standardized measures such as math Massachusetts Comprehensive Assessment System (MCAS) scores (22%) and math screeners (18%).
• Parents say their child faces the greatest challenges with word problems, where math questions are presented in a sentence or story format (26%); understanding key concepts and grasping the main ideas (24%); and problem-solving, particularly in determining the steps needed to solve problems (23%).
• Overall, 7% of parents say their child had been excluded from a science class or other courses due to poor grades in math, with Black parents being more likely to report being excluded.
• Most parents (74%) say their child’s school does a good job of informing them about the math curriculum. Similarly, 67% of parents say the same about their child’s school when it comes to informing them about strategies used in math class and tips for supporting their child at home with homework.
• Most parents report lacking confidence in helping their child with math homework, with only 39% saying they feel “very confident.” This confidence tends to decline as children progress to higher grade levels.
• When it comes to future education, about half of parents (52%) believe their child is most likely to pursue a bachelor’s degree after high school. However, this expectation varies significantly by educational background and income. Parents with college degrees or higher (68%) are more likely to expect their child to pursue a bachelor’s degree compared to those with a high school education or less (28%). Similarly, parents with annual incomes of $100,000 or more (72%) are more likely to hold this expectation than those earning $50,000 or less (29%).

These poll findings will be explored in more depth at a virtual event on Thursday, January 16th, at 10 a.m., featuring special remarks by Russell D. Johnston, acting commissioner of Elementary and Secondary Education. The event will include a panel discussion with a diverse array of experts, policymakers, and practitioners on policy solutions to address the math challenges in Massachusetts. The event will conclude with a presentation from Lindsey Henderson, policy director of math at ExcelinEd, on promising practices in other states. Registration is free, and the event is open to the public.

“Research tells us that early numeracy skills are a strong predictor of a student’s future academic and economic success, and every child is entitled to educational opportunities that build mathematical proficiency,” Lindsey Henderson, policy director of math at ExcelinEd. “Evidence-informed math policy ensures that educational systems have resources that provide rich learning experiences where students build a solid mathematical foundation. The message from Massachusetts parents is clear—states must act now to enact policies that build mathematical proficiency so that all students can thrive.”

METHODOLOGY: This poll is the latest in a series of 11 polling waves going back to mid-2020, made possible by support from The Barr Foundation. 1,545 Massachusetts parents with students in grades K-12, including oversamples of Black, Latino, and Asian parents, were polled (live telephone and online interviews) in English and Spanish from November 15-December 2, 2024. Results within race and ethnicity were weighted to age, gender, geography, and education level for each group. The results were weighted with a credibility interval of +/- 3.0 percentage points.

###

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. Learn more at edtrust.org/massachusetts/.

About The MassINC Polling Group: The MassINC Polling Group (MPG) is a nonpartisan public opinion research firm serving public, private, and social-sector clients. MPG elevates the public’s voice with cutting-edge methods and rigorous analysis. Based in Boston, MPG serves a nationwide client base. Learn more at massincpolling.com.