Three Big Ideas to Solve America’s Math Problem

How a coordinated approach to curriculum, measurement, and policy can make numeracy possible for students

Across the country, conversations about student achievement increasingly begin with mathematics. The Plain English podcast recently renewed attention to what many educators already know: math outcomes remain below pre-pandemic levels, and the needle is not moving fast enough. The most recent NAEP Results (also known as “The Nation’s Report Card”) show limited signs of improvement. Yet researchers estimate that raising math achievement nationwide could add trillions of dollars to the economy each year.

During my years at NWEA and HMH, I saw the impact that high-quality instruction, aligned assessments, and strong implementation systems can have on student learning. Stepping into my role at MetaMetrics reinforces that perspective and expands what I believe is possible. The Quantile® Framework for Mathematics offers a way to bring coherence and a common measure to a math landscape that often feels disconnected. It allows states, districts, schools, and content partners to align instruction, intervention, diagnostics, and enrichment around a common understanding of student readiness and growth. This is the kind of foundation that can help math policy and classroom practice move forward together.

That spirit of alignment was front and center at the Education Commission of the States Math Policy Forum this summer. Leaders from six states joined national experts to examine what is working, what is not, and what it will take to accelerate math recovery. Their message was clear. We need a coordinated strategy that strengthens instruction, supports struggling learners, and reinforces early numeracy as statewide priorities.

At MetaMetrics, we believe three big ideas can anchor this work.

1. Strengthen Curriculum Through Conceptual Reasoning and Real-World Problem Solving

Math learning deepens when students understand the ideas behind the procedures, and learning lags when math feels irrelevant to students. High-quality curriculum encourages students to explore concepts, make connections, take risks, and see mathematics as a way of understanding the world. These elements increase motivation and spark curiosity, especially when lessons connect to real problems and real decisions.

State leaders at the ECS Math Policy meeting noted that while adoption of high-quality materials is increasing, materials alone cannot shift instructional practice. Teachers need curriculum-specific professional learning that is practical, ongoing, and aligned to a clear vision of numeracy and fluency. They also need clarity about the purpose of supplemental materials and how they reinforce the core program.

The emerging consensus is that states should approach math with the same urgency associated with early literacy reforms, while acknowledging that mathematics requires its own pedagogical strengths. Strong curriculum is the foundation, but it must be supported by coherent implementation that helps teachers bring conceptual reasoning and problem-solving into daily instruction.

2. Provide Specialized Support for Struggling Math Learners, Grounded in Precise Measurement

Variation in math readiness across classrooms is wider than ever. Students who experienced disrupted learning often have gaps in foundational understanding that make grade-level work feel out of reach. Teachers recognize these gaps but lack the time and tools needed to diagnose them quickly and determine the best way to reconnect students with core content.

Several states now require specialized support for students who struggle with mathematics, and many more are investing in tutoring, extended learning time, and targeted intervention. These efforts rely on precise information about what a student knows—and what the student is ready to learn next.

This is where the Quantile Framework can make a profound difference. By placing both student readiness and the difficulty of mathematical skills on a common, universal scale, Quantile measures help teachers identify the specific concepts that will accelerate progress. They also create a consistent way to track growth over time and recognize when a student is falling behind early enough to help them get back on track. When tutoring, summer programs, and classroom instruction share this common foundation, students experience a connected pathway rather than fragmented interventions.

Measurement-enabled support helps teachers respond to unfinished learning while still maintaining focus on grade-level expectations. It is both practical and equitable because every learner receives targeted guidance that helps them move forward.

3. Elevate Statewide Policy Efforts That Strengthen Early Numeracy

State education leaders are increasingly united around a simple idea: Early numeracy is as foundational to long-term success as early literacy. Numeracy involves more than quick recall of math facts. It requires flexible thinking, accuracy, and the ability to reason about quantities and relationships. These early skills shape readiness for the deeper mathematics that follows.

States are beginning to introduce legislation to support universal screening, benchmark assessments, and teacher professional learning in early numeracy. Other states, like Illinois and Iowa, are exploring similar steps. Their goal is to build coherent systems that help students transition smoothly from early elementary grades into the middle and high school math pathways that open doors to future careers.

Progress at the policy level is encouraging, but leaders recognize that implementation is the real marker of success. Strong early numeracy programs require high-quality diagnostics, clear communication with families, and professional learning that helps teachers understand what strong math instruction looks like from the earliest grades through high school.

States have an opportunity to redefine the math experience for an entire generation of learners by establishing early numeracy as a core priority.

The Path to a Bright Math Future

The math crisis presents a real and urgent challenge, and encouragingly, the national response is growing stronger. States are advancing thoughtful policy. Educators are calling for deeper alignment. Publishers and edtech companies are modernizing materials to support conceptual learning. Learning measurement increasingly allows us to shine headlights into students’ futures so we can see where they are headed and help them stay on track.

At MetaMetrics, we are committed to supporting this momentum through measurement systems that clarify student readiness, illuminate growth, and connect curriculum, assessment, and intervention. Improving math outcomes requires shared focus and shared data. When students, teachers, districts, and states can see the same learning pathway, mathematics becomes more accessible and more achievable for everyone.

With stronger curriculum, targeted support, and statewide commitment to early numeracy, we can build a system in which every learner has the opportunity to succeed in mathematics, which improves life outcomes from health to wealth. 

Interested in learning more about the Quantile Framework for Mathematics? Reach out to us.