Heather Peske, president at National Council on Teacher Quality | National Council on Teacher Quality
Five years ago, Alabama's math performance was at the bottom of national rankings. In 2019, only 22 percent of students in the state were proficient in math, with even lower percentages among Black and low-income students. Some elementary schools had no proficient students at all.
Since then, Alabama has implemented changes like the Alabama Numeracy Act to improve K-5 math performance. These efforts have paid off. While national math performance remains subdued, Alabama's fourth-grade math scores have risen significantly. The latest NAEP report highlights Alabama as one of the few states showing improvement in both math and literacy scores post-pandemic. The state moved from 52nd place in 2019 to 32nd in 2024 for fourth-grade math.
Heather Peske, president of the National Council on Teacher Quality (NCTQ), emphasizes that states need to better prepare and support teachers for effective math instruction. Many states face challenges in recruiting and retaining teachers, and some have relaxed credentialing requirements after the pandemic. Reports indicate that teacher preparation programs often fall short in equipping teachers for math instruction.
A recent NCTQ report identifies seven states as "unacceptable" in their efforts to enhance math instruction but singles out Alabama as a "strong" state due to its licensure tests, professional learning opportunities, and teacher preparation standards. Investments in professional coaching and curricula have been crucial for Alabama's success.
Latrenda Knighten, president of the National Council of Teachers of Mathematics (NCTM), praises Alabama's commitment to funding math coaches and specialists. She advocates for federal funds dedicated to supporting professional learning for teachers nationwide.
The NCQT report recommends five policies for improving math performance: setting detailed standards for teacher preparation programs, ensuring robust instruction in math within those programs, requiring elementary school teachers to pass a math licensure test, maintaining high-quality district curricula, and providing ongoing support for teachers.
Implementing these recommendations requires careful consideration of instructional contexts. Knighten advises districts not to rely solely on vendors but to understand teacher preparation programs deeply while supporting teachers' use of materials.
Peske acknowledges the complexity of implementing these policy actions but stresses their importance given the high stakes involved. Strong math skills can lead to higher earnings, college opportunities, and access to fast-growing careers.
Knighten remains optimistic about the potential impact on states despite past trends where interest waned quickly after national performance metrics were released. She believes there is now a sustained sense of urgency among stakeholders who are taking actionable steps.
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