Math proficiency has declined nationwide, and Massachusetts is no exception. Despite the state’s long-standing reputation as a national leader in education, recent data reveal growing concerns about student performance in mathematics. Without strong foundational math skills — or even a basic understanding of numbers — students risk narrowing their career opportunities, compromising financial security, and missing the chance to fully participate in a data-driven economy.

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Only 41% of students in grades three through eight and 45% of students in grade 10 are meeting math grade-level expectations in state assessments. And beneath statewide averages, even more troubling trends are emerging. Massachusetts is among the states experiencing the most significant widening of achievement gaps in math. Our recent analysis shows that Black and Latino students, multilingual learners, students from low-income backgrounds, and students with disabilities are disproportionately falling below mathematics benchmarks.  Moreover, the lowest-performing students — the bottom 10% — are declining at an especially rapid pace, signaling not only widening gaps but also a deeper erosion of foundational math skills among struggling learners.

The consequences extend far beyond the classroom. In a world increasingly driven by data, technology, and problem-solving, strong math skills are essential for success in college, careers, and civic life. Without them, students risk being shut out of the jobs and industries that power our state’s economy and from opportunities to fully participate in an increasingly STEM-oriented world.

To address these challenges, our research brief highlights key data that illuminates two foundational pillars of effective math education in Massachusetts: the adoption and implementation of high-quality math curricula across school districts, and the availability of well-prepared educators capable of delivering rigorous and engaging math instruction. This brief not only highlights current gaps and opportunities in these two domains but also offers several strategic, high-level policy recommendations that complement those in our previous brief.

Here are five crucial facts highlighting the current state of K–12 math education in the Commonwealth:

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 instructional materials is not solely determined by available 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.

Related Work

• Brief: The State of Math in Massachusetts: A Data-Driven Look at Massachusetts’ Math Crisis and What Can Be Done
• Blog: Our Students Aren’t Just Struggling With Math — They’re Struggling to Believe They Belong
• Poll: Parent Poll Highlights Concerns About Math Education and Access to Opportunities Across Massachusetts
• Op ed: Reading isn’t enough: Massachusetts must solve its math crisis, too