Closing the Math Proficiency Gap

Math achievement has declined or stagnated in many districts, and leaders are struggling to keep more students from falling behind. National data show widening gaps between high- and low-performing students, and interviews with more than 100 district leaders, staff, and teachers confirm that increasing numbers of students are entering each grade without the foundational skills, fluency, and confidence needed to access grade-level math. These trends are not isolated; they reflect system-wide challenges that hinder graduation readiness, postsecondary success, and long-term economic and health outcomes. When students fall behind in math, the effects are compounded quickly, shaping both students’ academic trajectory and their broader readiness for adulthood.

This paper draws on national research, interviews with district leaders, math directors, instructional experts, school-based educators, and an extensive review of the math education evidence base. Together, these sources offer a comprehensive view of the factors contributing to unfinished learning and the practices that show promise for accelerating student progress.