By Tim Hudson
Although reading curriculum and achievement have been high priorities in many states, math achievement has declined even more sharply than reading following the pandemic. This persistent challenge is broad and urgent: improving PK–12 math outcomes requires state-level strategy, funding, and sustained support for teachers and students. Public opinion supports prioritizing mathematics, with adults identifying math as a subject in need of improvement. State education leaders are uniquely positioned to coordinate investments, set expectations for programs, and reduce burdens on teachers while promoting effective instruction. Below are four practical strategies that state leaders can use now, with examples of how some states are already acting to raise math achievement.
1. Prioritize State-Level Funding for Math Initiatives
State-directed funding focused on math can accelerate recovery in student outcomes the way targeted reading initiatives have. Success in Algebra I and foundational numeracy predicts long-term success in high school and careers, so investing in early and middle grades math pays dividends for students, families, and local economies. One example of a timely investment is a K–5 Numeracy Development Grant created by a state legislature and department of education to give schools and districts immediate resources for proven numeracy interventions. Grants that provide straightforward, flexible funding—such as awards for individual schools and larger allocations for districts—enable educators to adopt effective tools and professional learning quickly and at scale. State leaders should prioritize grants that support evidence-based instructional strategies, classroom coaching, and high-quality instructional materials aligned to college- and career-ready standards.
2. Require Evidence of Statewide Efficacy
When states invest in math programs, they should expect robust, third-party evidence showing impact across diverse student populations. Evaluations that meet rigorous evidence standards are an important starting point, but state leaders also need to see program effects at scale within their own systems. For example, after a statewide digital math resource was adopted, state education leaders commissioned a large-scale analysis to quantify impact across tens of thousands of students. That statewide study found that modest, regular usage of the program was associated with significantly higher odds of reaching growth targets for both students below grade level and those at or above grade level. Requiring vendors and grantees to demonstrate measurable student-level benefits helps ensure investments drive real improvement for all learners.
3. Make Teachers’ Work Easier and More Effective
Well-meaning state initiatives sometimes increase the workload for teachers already operating at capacity. Successful state efforts balance ambition with practicality: they should reduce administrative burdens, provide usable data, and deliver interventions that integrate smoothly into classroom routines. Programs that offer continuous formative data, actionable recommendations for differentiation, and built-in professional learning help teachers support students more frequently and more effectively without adding extra planning time. Pilot programs that center teacher experience and feedback can scale more successfully because they respect classroom realities and improve instruction rather than complicate it.
4. Remember What It Felt Like to Be a Math Student
Every policymaker and administrator was once a student. Reflecting on those experiences can guide better policy design. If you struggled with math, consider what support or pedagogy would have helped—more time to build understanding, clearer explanations, or teachers who demonstrated care and deeper content knowledge. If you excelled, remember that your experience was the exception rather than the norm; the strategies that helped you may not serve most students. State initiatives should attend to both competence and confidence, investing in motivation, engagement, and persistence as well as in foundational skills. Research and philanthropic efforts focused on student motivation and belonging are producing insights that states can use to design grants and programs which foster both mastery and a sense of belonging in math classrooms.
A well-rounded state strategy for PK–12 education recognizes that improving math achievement is part of a broader commitment to student success. Prioritized funding, rigorous evidence standards, teacher-centered design, and empathy for students’ experiences together can help states restore and raise math outcomes without sacrificing progress in other subjects. These four approaches offer practical starting points to ensure math remains a statewide priority and that students receive the support they need to become confident, capable mathematicians.
About the author
Dr. Tim Hudson is the Chief Learning Officer at Discovery Education.