A new report from the National Council on Teacher Quality (NCTQ) finds that most states fall short when it comes to preparing and supporting elementary teachers to effectively teach math, despite the glaring need for bold state action to turn the tide of students’ low math scores nationwide. 

According to NCTQ’s State of the States: Five Policy Levers to Improve Math Instruction report, Alabama is the only state that earns a ‘Strong’ rating for implementing a robust, comprehensive approach to improving math instruction across five core policy areas. 

1. Set specific, detailed math standards for teacher preparation programs.
2. Review teacher preparation programs to ensure they are providing robust math instruction.
3. Adopt a strong elementary math licensure test and require all elementary candidates to pass it.
4. Require districts to select high-quality math curricula and support skillful implementation.
5. Provide professional learning and ongoing support for teachers to sustain effective math instruction.

Solid math skills open doors to higher earnings, college opportunities, and the fastest-growing careers. Yet, recent results from the National Assessment on Educational Progress (NAEP) show that across the country, one in four fourth graders cannot do math at a basic level. And according to the Programme for International Student Assessment (PISA), the U.S. ranked 34th in math among 78 participating countries in 2022. Nothing at school affects student success more than a teacher, so adopting effective policies in each of these five areas and building teacher capacity can make a major difference for students. 

“Empowering teachers with the knowledge and skills to teach math effectively is essential for improving life outcomes for all children,” said NCTQ President Heather Peske. “If we want students to succeed, we need to invest in better preparation and support for great math instruction.” 

States can help prepare and support teachers to develop the early math skills students need. On the 2024 NAEP fourth grade math assessment, Alabama made the largest jump in the nation, leap-frogging 18 states to go from last in the country in 2019, to 32nd. And when the NAEP scores are adjusted to account for the socioeconomic demographics of students in the states, Alabama comes in at #12. 

“You can’t improve math outcomes by focusing on just one piece,” said Dr. Eric Mackey, Alabama State Superintendent of Education. “Real progress happens when your standards, assessments, instructional materials, coaching, and teacher preparation all point in the same direction. Alignment isn’t the finish line—it’s the starting point.” 

Other key findings 

● Only 21 states provide clear, detailed guidance to teacher preparation programs about what they should teach aspiring teachers in all four core math content topic areas (numbers and operations, algebraic thinking, geometry and measurement, and data analysis and probability). Additionally, many states do not require teacher prep programs to address math pedagogy—or how to teach it.

● Only 13 states use a strong or acceptable math licensure test, and require all elementary teachers to pass it: Alabama, Arkansas, Connecticut, District of Columbia, Kansas, Kentucky, Nevada, New York, Rhode Island, Tennessee, Texas, Vermont, and Wyoming. Licensure tests can provide a clear 

signal of aspiring teachers’ math content knowledge prior to entering the classroom while also highlighting prep program quality. A 2020 Educators4Excellence survey found that 98% of teachers believe that they should be expected to demonstrate content knowledge before they begin teaching. 

● Just four states require districts to select their core math curricula from an approved, state-vetted list. Separately, only 22 states publish a list of recommended curricula that districts may adopt that have been vetted either by the state or an external partner. This still leaves half of states with no discernable input on what curriculum materials districts use. 

● Seven states earned ‘Unacceptable’ ratings for their lack of math policy action: Arizona, Hawaii, Maine, Missouri, Montana, Nebraska, and New Hampshire. The evidence we reviewed reveals that these states engage in few, if any, of the policy actions shown to improve math instruction. 

Ed. Note: NJ Ed Report will follow up with a discussion of NJ’s rating, which is “Weak.”

### About the National Council on Teacher Quality: NCTQ is a nonpartisan research and policy organization on a mission to ensure every child has access to an effective teacher and every teacher has the opportunity to be effective. We believe a strong, diverse teacher workforce is critical for providing all students with equitable educational opportunities. More information about NCTQ can be found on our website, www.nctq.org.