Numeracy is more than just the ability to work with numbers; it is a vital skill for problem-solving, critical reasoning, financial literacy, and informed decision-making. Yet, too many students, especially those from underserved communities, lack the supports and resources necessary to succeed in math and demonstrate proficiency. Addressing this crisis requires policy changes and strategic investments in math education to ensure all students develop the skills needed for academic and lifelong success.

Our infographic explains five crucial facts highlighting these alarming trends and their profound impact on students across the Commonwealth, with a specific emphasis on the equity implications:

1. Massachusetts ranks highest in overall math performance, yet most 8th graders are still performing below grade level.
   Despite Massachusetts tying for first place in 2024 for the percentage of 8th graders scoring at or above proficiency in math on the National Assessment of Educational Progress (NAEP), nearly two-thirds of the state’s 8th-grade students still fall below grade-level benchmarks. Massachusetts is #1 for some, but not all. While the state is tied for first for white student performance, with 46% achieving proficiency, the picture is vastly different for students of color. Massachusetts is tied for fifth for Black students, with only 14% reaching proficiency, and tied fourth for Latino students, with just 17% meeting the benchmark.
2. Massachusetts is experiencing widening achievement gaps in 8th grade math.
   Massachusetts is among the states experiencing the most significant widening of achievement gaps in 8th grade math. While top-performing students have made modest gains, those in the bottom 10% have suffered sharp declines. This trend reflects a broader national pattern of growing disparities, which have been further exacerbated by the COVID-19 pandemic.
3. NAEP data shows early math proficiency gaps in Massachusetts, with only half of fourth graders achieving proficiency.
   While younger students tend to show higher math proficiency, NAEP data indicates that only 51% of fourth graders in Massachusetts perform at or above the proficient level. Additionally, disparities among different student groups start to appear early on. These gaps, noticeable at the elementary level, underscore the necessity for targeted interventions to ensure that all students establish a strong foundation in mathematics.
4. MCAS results indicate that more than half of Massachusetts students are falling below mathematics benchmarks, revealing significant disparities among different groups.
   The Massachusetts Comprehensive Assessment System (MCAS), our statewide assessment, shows similar results. The latest data indicates that more than half of students in grades three through eight are not meeting math benchmarks — with significant disparities among student subgroups, particularly Black and Latino students, multilingual learners, students from low-income backgrounds, and students with disabilities.
5. Massachusetts parents seek additional math support outside of school, revealing significant inequities in access based on income.
   Massachusetts parents are increasingly aware of their children’s challenges with math. A recent statewide poll of K-12 parents revealed that one-third (33%) have sought additional math support outside of school, with tutoring being the most common resource. The demand for external support is particularly high among parents of multilingual learners (61%), students with individualized education programs (IEPs) (48%), and students with dyslexia (61%). However, access to these resources differs based on income level — 38% of higher-income parents seek outside support, while only 25% of lower-income parents do, highlighting disparities in access to supplemental math assistance.