Unfortunately, this approach clashes with the current reality of classroom instruction. More than ever, students want to exercise agency and take charge of their learning. Students have voiced that they need to know why they are learning and have fun while doing it. In this fast-paced and technologically advanced world, teachers have a few minutes to capture students’ attention and engage their curiosity. To capture students’ attention, districts must reimagine and rebuild their academic programs.

I’ve been honored to help the effort to rethink the math instruction in my school system, the Little Rock School District in Arkansas. Working with my colleagues, we have outlined six critical steps to reimagining math instruction that ignites student curiosity, captures their attention and brings positive outcomes:

1. Pinpointing the problem

Before our district could reimagine math instruction, we had to zero in on the problem. The Little Rock School District noticed declines in student enrollment and academic outcomes. While anecdotally we knew student engagement was the issue, we had to investigate further to make sure.

To find the problem, district leadership established a team of stakeholders—students, parents, teachers, principals, assistant principals, district leaders, school staff and the superintendent—to narrow the focus and pinpoint the issue. Gathering a task force to investigate the problem allowed district stakeholders to work through circumstances and scenarios and create pathways to solutions.

2. Establishing a logical process

Insanity is doing the same thing the same way but wanting different results. There must be a logical process to reimagining a thriving math program. Our district placed schools into three networks within the district. Each network has a math coordinator who works with the STEM director (me) to develop math training and assessments.

When leaders are in their network meetings, they focus on their schools’ needs with their assistant superintendent and their math coordinator. I meet with the math and science coordinators to discuss data regularly. The coordinators can dive into the data and support leaders and teachers as they make instructional decisions based on their students’ specific data.

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Once this system was established, our district saw increased usage of our high-quality materials: Illustrative Mathematics, Discovery Education’s DreamBox for K8, and McGraw Hill ALEKS for high school students. We also saw an increase between our interim one and interim two assessments in most schools. This process is still in its infancy and has room to grow because we never stop learning.

3. Finding high-quality instructional materials

A math program cannot thrive without high-quality materials and resources, such as Illustrative Mathematics and Discovery Education DreamBox. Illustrative Mathematics is a problem-based curriculum, and DreamBox is a K8 digital supplemental math resource that adapts to each student. It integrates state-level assessments and the district’s curriculum into its system so teachers can create assignments that align to their state standards and instruction.

Growth and standards reports provide data that our leaders, school leaders and teachers use during their networks’ data discussions. By the end of the data discussions, schools can be confident that their instructional plan will align closely to what teachers need to provide fun and engaging math instruction.

4. Narrowing the focus

The focus for reimagining math instruction is purposefully planning for math discourse. Math discourse should occur during math instruction so can explain their mathematical thinking to their peers and teachers. It is also a chance for teachers to guide students toward their understanding of mathematics.

When our district narrowed the focus of math instruction, it gave direction to district leaders, school leaders and teachers. District leaders also encouraged discourse during other courses. When students talk about their learning and how they think, they take charge of their learning, which is every educator’s dream.

5. Providing coaching

One way to get the biggest bang for your buck is to coach, coach, coach. Coaching is a powerful tool. The coach’s role is to “see” the best in people and “pull” that out of them. Effective coaches nurture people’s innate ability to be great. They have a keen sense of mulling through the weeds to get to the root of that “thing” that is stopping them from greatness.

District and school leaders need coaching, so you do not want to leave them out. Our district restructured learning for adults by repurposing the role of a coach. Coaches are now called teacher leaders and we have them in schools where they are needed most. The teacher leaders lead alongside their principal to coach teachers and instructional leaders through data discussions, planning and implementation of our math curriculum.

6. Reimagining professional development

Purposeful professional development can change the mindset of even the most entrenched educators. When our district started focusing on data—and used the data—we were able to provide the necessary training for teachers. We made sure that teachers understood all the curricular resources.

During our dedicated PD days, we allowed teachers to choose the training that best aligned with their professional growth plan. Our content providers worked with us to provide on-demand webinars aligned with our goals.

With these steps, my colleagues and I reimagined math instruction, ignited curiosity and better captured students’ attention. With that accomplished we feel we have created a better environment that will lead to better academic achievement in math.

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I distinctly remember the moment I first recognized something was “wrong.” During a timed math test in first grade, I found myself paralyzed, barely able to solve a handful of problems before the timer buzzed. As I grew older, I struggled with everyday tasks like counting change or reading a clock.

Throughout high school, my challenges persisted, manifesting in missed assignments and the need for remedial classes. Unfortunately, some of my teachers accused me of being lazy and not wanting to do my homework.

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Fortunately, my story didn’t end there. Today, armed with bachelor’s and master’s degrees, I thrive in a corporate role that often involves delving into statistics and number crunching. It wasn’t until college that a psychologist unraveled the mystery behind my struggles, diagnosing me with dyslexia, ADHD and dyscalculia.

Dyscalculia, a learning disability that affects 3% to 7% of all children, adolescents and adults, is a lifelong math learning disability that can impact a student’s academic career, future employment and self-esteem.

In May of 2022, the U.S. Institute of Education Sciences estimated that as of 2017, 33% of Americans had low numeracy skills or were innumerate. That means nearly 69 million adults have difficulty budgeting their expenses, estimating tips or even measuring ingredients for a recipe.

Recognizing dyscalculia’s red flags

If you have children or students who are asking lots of questions, shutting down or trying and just not making progress in math, these are all red flags that could signal dyscalculia. We frequently assume that if students just put more time and effort into their work, they could grasp the material, but that isn’t always the case.

Not everyone with dyscalculia presents with the same learning challenges. However, students do face challenges in one or more of these areas:

• Number sense: Difficulty understanding and recognizing numbers, counting and using number patterns.
• Memorization of arithmetic facts: Memorizing math facts, such as multiplication.
• Accurate and fluent calculation: Taking longer to solve math problems and making more errors.
• Accurate mathematical reasoning: Difficulty judging quantities and manipulating numbers.

In addition to the specific math difficulties mentioned above, people with dyscalculia may also face challenges with:

• Working memory: Dyscalculia can impact students’ ability to hold and manipulate information.
• Attention: Students may struggle to focus on math tasks and be easily distracted, particularly when called upon to solve multi-step problems.
• Processing speed: Students with dyscalculia often take longer to process and respond to math problems.
• Phonological processing: Difficulties in phonological processing can hinder a student’s ability to work with numbers and solve arithmetic problems.
• Spatial skills: Dyscalculia can impact students’ spatial skills, including their ability to understand shapes, sizes, positions and directions.
• Logical/non-verbal reasoning: Students with dyscalculia may have difficulty problem-solving and forming concepts without relying on language.

It takes patience and understanding to recognize dyscalculia; if you don’t know what it is or what you should do about it, it’s easy to ignore it.

Getting a dyscalculia diagnosis

Parents and classroom teachers play a major role in identifying behaviors that indicate dyscalculia. I was fortunate that my parents advocated for me in high school, but it took several more years for me to get assessed and diagnosed.

First, you should work with your child’s teacher to gain support from the school’s counseling or special education staff. If you’re still not getting support from the school, getting assessed and diagnosed by an independent therapist will give you the professional documentation needed to get accommodations for your child.

Research shows that identifying dyscalculia as soon as possible is critical to helping students get the support they need to be successful in math. When students lag behind their classmates, it can lead to math anxiety, avoidance of math-related tasks, difficulty following procedures and slow problem-solving.

Although my dyscalculia diagnosis was revealed through a longer assessment, shorter assessments or screeners can help parents and educators “shortlist” children of all ages who might qualify for a dyscalculia diagnosis. By identifying common math difficulties early on, screeners can help educators begin the diagnostic process and adjust classroom instruction, regardless of assessment outcomes.

Advocating for learning differences

Parents should trust their gut as they are typically the first to realize their children learn differently. To meet the needs of my preschool child, we had to conduct a ton of research and talk to many people. As a gifted student, she’s learning to read and do basic math. She may present other learning differences and I know what to look for as a direct result of experience.

Working together, parents and teachers better identify and meet the needs of students with dyscalculia and other learning differences. I’m proof that learning things differently doesn’t mean you won’t be successful in your life and career.

The post Overcoming the hidden disability of dyscalculia: Samantha’s story appeared first on District Administration.

Small and rural high schools and those in which a majority of the students live in poverty are less likely than students in other settings to be offered Advanced Placement math courses, according to the high school principals surveyed for the RAND Corporation’s “American Mathematics Educator Study.”

“Achievement in mathematics, particularly in advanced mathematics courses—such as trigonometry, precalculus, calculus, or Advanced Placement courses—is important for long-term college and career success,” the report says. “However, many students—particularly students who are Black, Hispanic, or from low-income households—do not have access to advanced mathematics courses.”

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However, the biggest obstacles math instruction faces are absenteeism among students and teacher shortages. Another hurdle is how students are “tracked,” or grouped by achievement level. A majority of principals reported that teacher recommendations play an important role in tracking.

“Although tracking may be intended to ensure that students are exposed to appropriately challenging content, in practice it can limit access to advanced mathematics courses in high school based on early achievement levels,” the authors of the report caution.

Principals also noted that students have greater access to college prep courses than career-oriented math instruction.

New formulas for high school math

The report offers several ideas for enrolling more students in advanced classes and bolstering math’s role in the transition to college and careers:

1. Expanding access: High schools should offer the full range of math classes that meet state graduation requirements. Schools that have limited capacity to expand math offerings should partner with other districts, colleges or online providers of advanced courses. It’s also important to ensure that students in all math courses are covering grade-level content.
2. Making placement decisions equitably: Most high school principals blend assessment data and educator recommendations to place students in math courses. To make these decisions more equitable, district and school leaders should use multiple data sources consistently and transparently. Administrators should also receive training on correcting the inherent bias in various data sources.
3. Supporting career preparation: Administrators should ramp up efforts to connect students with college and career mentors and invest more heavily in business partnerships that provide job-shadowing opportunities, including virtual experiences when limited by geography or financial resources. However, many of the principals surveyed reported that they did not have enough data to determine precisely what postsecondary transitions and career support students are receiving.
4. Identifying barriers to postsecondary readiness: Educators should share more information with families about courses, math pathways and postsecondary options.

The post How to expand access to advanced high school math appeared first on District Administration.

Increased funding and support for early educators has also increased as literacy and math instruction improved, the report contends. “Leading states have recognized the impact of high-quality early learning education on a child’s later college and career readiness and success in life,” writes the Association’s director of early learning, Winona Ha, noting that disparities around access and resources persist.

Here are some of the highlights:

1. Prioritizing universal pre-K: 12 state boards of education have set early learning or expanded/universal preschool goals in their strategic plans.

• Maryland made early childhood education the first of the five pillars in its strategic plan.
• California intends to make its $2.7 billion transitional kindergarten program available to all four-year-olds by the start of the 2025–26 school year.

2. Financial fuel: Vermont, Illinois and Missouri now offer childcare subsidies for providers that serve low-income families. These states are also funding preschool teacher recruitment and support. Vermont, for example, has approved $76 million in new funding for pre-K in fiscal year 2024 and nearly $125 million in FY 2025.

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3. Locked into literacy: By the end of 2023, 32 states had adopted comprehensive early literacy policies that cover teacher preparation and professional development, instruction and curriculum, literacy screening for students beginning in kindergarten, and reading disability interventions. Districts in Oregon are sharing $150 million for teacher training and coaching, new curriculum materials, summer school reading programs and small-group tutoring.

4. Less movement on math: Fewer states are focused on preschool math. West Virginia’s “Third Grade Success Act” focuses on teacher training, support personnel, dyslexia and dyscalculia screenings, intervention strategies, and parent engagement. The state is also developing benchmark assessments and screeners for language arts and math.

This year, many states will be involved in rulemaking to improve access and equity around the policies created in 2023. Hao and the National Association of State Boards of Education are calling on policymakers to pay more attention to multilingual learners in the coming years.

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Those are just three responses among the tens of thousands of students who participated in YouthTruth Math’s Learning and Identity Project, a three-part survey that offers educators new insight into students’ thoughts surrounding their school’s math curricula. Spoiler alert: many students still don’t enjoy math.

Lesson one: Math lacks value

The first critical finding from this report suggests that students believe math education lacks “inherent value” and fails to relate to their practical needs. Instead, they want to obtain “real” math skills that will support them in pursuing the future they envision for themselves.

Just 57% of students agree that learning math is important. Furthermore, this lack of excitement for the subject cuts across student demographic characteristics, including grade level, gender and race. Even those in more accelerated math classes, such as those who completed Algebra I in 7th or 8th grade, aren’t more likely to express appreciation for the subject than their peers.

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Students also made the distinction between what they called “school math” and “real math,” arguing that the former only benefits students in their pursuit to graduate high school and in college admissions. However, they said their school’s curriculum lacks the support of “real math,” including lessons on a variety of skills students wish to acquire, such as managing bank accounts, paying bills, understanding insurance, etc.

Lesson two: Fostering engagement

The student-teacher relationship is a key component of academic achievement that should never be overlooked, especially when it comes to math. Students who cited positive math learning experiences noted having strong relationships with their teachers. These “determined math learners” are described as those who:

• Strongly agree they can excel in math if they work hard.
• Always keep trying, even when the work gets tough.
• Feel comfortable asking questions in class.

Yet, just under half (46%) of students feel comfortable raising their hand in math class, indicating a greater need for educators to foster a welcoming and engaging classroom environment. One student in the survey said their math teacher administers surveys every week, which they said shows them that their teacher cares.

Lesson three: Making math interesting

Lastly, which we’ve heard time and time before, math simply isn’t interesting to many students. This lack of excitement bars students from being able to acquire vital math skills necessary for future success.

According to the survey, only 47% of students said they “often” and/or “always” work on “interesting” math problems. Another 23% said they “never” and/or “rarely” engage in interesting work.

“Math and high school are difficult,” one student said in the report. “Empathy, understanding and compassion are what we need to learn.”

The post Student voice: Why math isn’t engaging and what needs to change appeared first on District Administration.

Pressures on the wider U.S. workforce caused by a lack of employees with the requisite skills will drive more collaboration between K12 schools and employers, say product developers who are forecasting 2024’s biggest education trends.

It will also drive a surge in popularity in career and technical education programs. “As the talent shortage concern shifts to the state level, 2024 will be a year of increased collaboration between employers, schools and government agencies,” says Jeri Larsen, the chief operating officer of YouScience, a career guidance platform for students.

“The goal will be to create a more responsive and adaptable education system that ensures the workforce remains well equipped to meet the evolving demands of the job market.”

District leaders will be updating curriculums with a deeper focus on future-ready skills and adding more work-based learning, STEM education and vocational training programs.

“These efforts will be aimed at equipping students with the skills that are in high demand in the job market and promoting a broader range of career paths,” Larsen notes. “With a rapidly changing job market and evolving skill requirements, schools and education systems will find themselves under increased scrutiny to ensure that students are adequately prepared for the workforce.

Employers should grow ever more eager to collaborate with schools and districts, predicts Hans Meeder, a senior fellow for education and workforce education at YouScience and a former deputy assistant secretary in the U.S. Department of Education.

“Yet, a challenge lies in the limited experience of schools and districts in systematically collaborating with business partners,” Meeder points out. “Many are still navigating this uncharted territory, actively searching for tools, guidance and real-world examples to establish partnerships that are not only effective but also sustainable.”

What other issues will be top of mind for K12 leaders and their teams in 2024? Here are predictions, hopes and forecasts from solution providers that cover a range of education topics.

Academic growth and interventions will be carefully assessed

The disruptions of the pandemic will continue to loom large over academic progress, and administrators will be emphasizing growth and doubling down on the most effective interventions, say thought leaders at NWEA, the testing firm. Here are some of their insights:

• Which academic interventions are working best? “While school districts made some progress in reducing pandemic-related achievement gaps in the 2021-22 school year, progress stalled in the 2022-23 school year. Interventions that have strong evidence of efficacy include high-dosage tutoring, summer school programs and double-dose math classes. Districts should adopt these high-impact interventions while continuing to monitor implementation and adapt interventions to local context so that students can have access to meaningful opportunities to catch up on unfinished learning.” —Ayesha K. Hashim, research scientist
• Classroom practices that support high-growth learning will be essential. “The cornerstone of elevating educational quality rests upon strengthening the student-teacher relationship. By fostering meaningful and constructive interactions and offering valuable feedback to students, we empower them to take greater ownership of their learning. Recent research underscores the efficacy of specific approaches and practices in promoting substantial learning growth, such as allocating time for retrieval practice (where students benefit from multiple opportunities to reinforce new knowledge) and maintaining flexibility in student group dynamics (allowing for effective student movement between learning groups), among others.”—Chase Nordengren, principal research lead, effective instructional strategies
• Research-based interventions will be needed to help older students with reading fluency. “National data shows that almost 70% of eighth graders are not considered proficient in reading based on 2022 test scores on the National Assessment of Educational Progress, also known as The Nation’s Report Card. In 2024, districts will be working to find research-based interventions to help older students with reading fluency. Middle and high school teachers will need support to help older students with foundational reading skills to address this problem. Programs that emphasize repeated reading and giving older readers the opportunity to choose practice readings on topics they find engaging will help older readers improve fluency.” – Laura Hansen, NWEA director of academic services
• A data-driven revolution in gifted and talented identification. “In 2024, states are poised to revolutionize their approach to gifted and talented education, driving greater equity and inclusion through a dual strategy of data-driven identification and the implementation of state policies mandating access to gifted services. Universal screening, encompassing a multitude of assessment tools, will ensure that no gifted potential remains unnoticed, while continuous monitoring and transparent reporting will guarantee equal access to the selection process. Simultaneously, state policies will require the development of individualized learning plans for gifted students, promoting inclusive enrichment opportunities, differentiated instruction, and robust teacher professional development.”—Scott Peters, senior research scientist

Edtech evolution will be all about AI

The expiration of ESSER funding and tightening budgets will force K12 leaders to prioritize, says Jeremy Cowdrey, the CEO of Discovery Education. That means, in the wake of the COVID-era flood of edtech, administrators and their teams will begin paring down the edtech resources they are using down to the most effective platforms.

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“We are calling this movement the great rationalization and consolidation,” Cowdrey explains. “They will seek to renew products that have high usage, personalize learning and drive deeper engagement in instruction. They will keep edtech resources that have shown a proven, measurable impact on students.”

Leaders will maintain relationships with edtech providers who are purpose-driven and offer multiple solutions from one consolidated platform, he adds.

Beyond that, artificial intelligence will likely continue to suck up all the oxygen in the edtech space. “AI will impact everything—from creating relevant lesson plans to acting as a teacher’s assistant and student learning,” says Sara Gu, co-founder and COO of ClassIn, which provides blended, hybrid and remote learning platforms. “AI tools are being developed for educators and launched into the market every week. Many of these are designed to save teachers time.”

As many AI tools are designed to save teachers’ time, Gu says she expects a comprehensive lesson-planning tool will soon emerge. “With the vast amount of material currently available on the internet and the number of databases that the [AIs] can pull from, a world where all teachers have to do is plug in their learning objectives and standards and get an array of choices in each of the categories—materials, activities, and assessments—can’t be that far off.”

Gu also predicts that student behavior will guide the development of AI codes of conduct and determine how the technology is used in schools. Gu sees a fine line between AI being used as a tool and being used to cheat.

“There is not yet one commonly accepted approach to integrating AI tools and technology into a school or school district’s code of conduct,” she continues. “Early policies range from extremely strict “student work submitted for academic credit and completed using AI will be considered plagiarism” to encouraging teachers to use AI tools in their classrooms.”

Teachers will increasingly use AI to assess and grade students and these tools could save time and reduce burnout, says Sari Factor, chief strategy officer at K12 curriculum provider Imagine Learning. “Educators will have more equitable access to actionable, research-based measures of student success to better inform instruction, allowing educators to focus on providing personalized support to students,” says Factor.

Ethical school leaders will also have to ensure that principles such as transparency, accountability, fairness, and privacy are priorities when adopting AI-driven educational tools. “Leveraging AI and digital-first curriculum to develop personalized lesson plans that cater to unique student needs, for example, will allow teachers to focus on delivering impactful lessons that inspire student success,” Factor contends. “As a result, we’ll see less teacher burnout over time.

Beyond AI, Gu expects more schools to lean on virtual and hybrid instruction to cope with teacher and staff shortages. She notes that a charter network in San Jose, California, has transferred math and science classes to Zoom where students are taught by teachers from around the country.

“We also expect hybrid solutions to gain momentum in response to student demand as schools work to balance their finite resources while offering more flexibility,” Gu predicts.

ESSER expiration requires reliable data

States and school districts have about $70 billion left to spend this school year, which “will be a mix of states and districts spending their remaining funds while also looking to the future,” says Lindsay Dworkin, NWEA’s senior vice president of policy and government affairs.

“As the one-time funds expire,” Dworkin adds, “it will be more important than ever for education communities to have access to reliable and actionable data to know which interventions have been most effective in helping students grow, and where to continue investing strategically amidst shrinking budgets.”

Because decision-makers will continue to analyze persistent learning gaps, they also will be looking for innovative approaches to instruction and assessment.

Administrators and teachers will become more discerning about edtech purchases as ESSER money expires and shortages increase workloads. Says Gu, of Classin, who estimates that schools adopted between 600 and 1,400 products during the pandemic.

“While many of these products helped plug the gaps during remote instruction, now districts are faced with the dilemma of too many tools. The process has already begun, but schools are starting to become more strategic about which tools they keep and which ones they stop using.”

The ongoing importance of equity and PD

The academic identities of educators will have to be a focal point in district administrators’ efforts to make their districts more equitable, says Fenesha Hubbard, the lead professional learning designer at NWEA.

Academic identities comprise educators’ attitudes, beliefs and dispositions toward teaching and learning. “When teachers develop an unhealthy academic identity, their internalized negative perception is very likely to influence their instruction and can shape their students’ academic identity,” Hubbard, explains.

Educators will strive to better understand themselves and others by exploring their beliefs, examining their actions and strengthening their academic identity. “More teachers will identify and address their academic identities, whether healthy or not, and employ strategies in their classroom to help all students thrive,” Hubbard forecasts.

Family engagement will be emphasized

Districts will take several approaches to leveraging the strengths of families to accelerate student achievement, including by providing more learning materials that can be used at home, say Vidya Sundaram and Elisabeth O’Bryon, co-founders of the nonprofit Family Engagement Lab.

Here is what they expect will happen:

• How can districts make the most of classroom instruction? “Improving the quality of instructional materials is a smart, cost-effective strategy to improve learning outcomes. Districts looking to optimize their curriculum investment will also implement newly available curriculum-aligned offerings, from professional learning to assessments and family communications,” says Sundaram, the Lab’s CEO.
• What’s the role of families in effective SEL programs? “With student mental health needs outpacing many schools’ capacity to provide support, it will be even more critical to look to families as vital partners in supporting student success,” notes O’Byron, the chief impact officer. Educators can promote relationship-building between parents and children and share activities that let families reinforce specific SEL skills at home.
• How do you envision school learning environments changing for multilingual learners? “As we continue to see an increase in the linguistic diversity of our school communities, as well as growing interest in multilingual learning environments, I am hopeful that a spotlight is shone on what a tremendous asset multilingualism is. Embracing multilingualism truly enriches school communities and, as such, schools need to be equipped to equitably and authentically engage multilingual families as partners in supporting student learning.”
• How do you envision K-12 edtech evolving next year? “While generative AI has been the hot topic of 2023, I expect next year we will see K12 technology advancements that strengthen the capacity of teachers (such as automating repetitive tasks), and more multilingual culturally responsive learning resources for students and families.”

Literacy will revolve around the science of reading

The science of reading, or SoR, has gotten almost as much attention as AI in K12 circles over the last year. In 2024, districts navigating its adoption will, for one, have to ensure teachers, principals and other administrators are receiving adequate PD in the science of reading, say thought leaders and experts at IMSE, the Institute for Multi-Sensory Education.

“States that have passed SoR legislation recognize the need for teacher prep programs to include SoR, but getting universities to change is a slow-moving shift, even if legislation requires it,” says Janelle Norton, IMSE’s senior manager of strategic partnerships.

“Expect more administrator training in SoR as districts recognize the need for principals to understand what children need to learn to read,” Norton adds.

Teacher shortages will likely be a barrier as district leaders work to embed the science of reading in their curriculums, says Alana Mangham, a lifelong early educator and IMSE’s current director of development and implementation support.

“There aren’t enough qualified individuals in the science of reading,” Mangham notes. “Schools can only hope to find capable candidates. And, if they do, the next hurdle is paying them equal to or better than what they can make as a private professional.”

Elsewhere in the literacy spectrum

Elsewhere in the literacy realm “multilingual learner instructional practices will become a hot topic,” concludes Nicole Florez, literacy specialist and IDA structured literacy dyslexia interventionist for IMSE. She predicts more leaders will “recognize the need for culturally responsive teaching in response to the growing population of English language learner.”

“States are leveraging the right stakeholders to develop learning modules around second language learners and literacy,” she concludes.

Math will matter even more in 2024

If 2023 was all about the science of reading, state education leaders will turn their attention to providing systemic support for math education in 2024, says Karen Beerer, Discovery Education’s senior vice president of teaching and learning.

In the wake of COVID learning loss, several states have already passed new laws requiring schools to identify and provide additional math support to students and teachers.

Alabama is creating an Office of Mathematics Improvement to monitor the implementation of screener assessments, diagnostic assessments, and formative assessments for grades K5. Florida now requires students deemed “deficient” in math to receive intervention and monitoring from their district while Louisiana mandates additional professional learning in numeracy for math teachers in grades 4-8.

“While these are just a few examples of state departments of education adding additional support to math education,” Beerer notes, “I believe in 2024 these efforts will accelerate and become the norm nationwide.

The post Education in 2024: Partners break down 8 big trends appeared first on District Administration.

1. Does this assessment measure the “how” and “why” in addition to the “what?”

However useful standardized and multiple-choice tests might be for placement and grade-level analyses, they typically fail to surface how students think about the problems they’re solving. That’s one reason why, during the pandemic, teachers began “ditching answer-getting math tests” and deployed methods of assessment focused on students’ explanations. Along those lines, education leaders recently began calling for a new direction in assessment, as evidenced by U.S. Education Secretary Miguel Cardona’s recent announcement regarding the Innovative Assessment testing pilot.

Fully assessing students’ math strategies as well as their answers is time-consuming for teachers. Fortunately, advanced technology tools provide more nuanced assessments that surface insights about each student’s problem-solving processes. While traditional digital resources focus only on correct answers, innovative personalized learning platforms and educational apps offer students real-time feedback that develops their reasoning and critical thinking skills. This shift to focusing on the “how” and “why” of their math answers ensures students understand that success in math is about being a good thinker, not merely being a human calculator.

2. Does this assessment provide data and insights teachers can use to intervene sooner?

Throughout my career developing education technologies, educators have asked whether our math products have embedded tests. I’ve always responded with, “Why do you want to test students more?” They then clarify that they want data about students’ prior knowledge, proficiency, and growth, and they assume tests are the best means of generating that data because they are the prevalent math assessment format.

Fortunately, new technologies enable innovative assessment formats that gather deeper evidence of understanding while generating more robust, frequent, and longitudinal insights about student learning that teachers can use daily. Instead of waiting until the next high-stakes benchmark, these digital learning resources can provide actionable insights at the district, classroom and student level, ensuring educators know which concepts students are struggling with and recommending lessons to address those challenges. Administrators and teachers get the useful data they want—not the tests they don’t.

3. Does this assessment reduce anxiety and cultivate curiosity?

Eliminating stress and sparking curiosity are keys to student engagement and learning. Unfortunately, math assessments typically increase stress and reduce curiosity—most students think math class is a place where they are given answers to questions they’ve never asked. Because students learn what teachers care about by looking at what is put in the grade book, we can use new assessment approaches to change this mindset.

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For example, using a wider variety of non-traditional formative assessments can curb some of the anxiety surrounding math tests and quizzes. By providing constructive feedback “just in time” along the way, educators can reduce stress by supporting students’ improvement without making every assessment a consequential event. In addition, teachers can create assessment items that invite students to ask questions about a situation to assess their curiosity and understanding of the situation.

Every student should feel engaged and confident as they develop their capabilities in math. This feeling is especially necessary during assessments because stressed students cannot perform their best. By using different forms of assessment, we can send a powerful message to students that success in math is not confined to memorizing formulas and remembering procedures—it’s about how they think about problems and remain engaged as they grow.

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Administrators will emphasize growth and double down on the most effective interventions, such as tutoring and strengthening student-teacher relationships. The through line is that academic recovery will take on even more urgency in 2024, say thought leaders at NWEA, the testing firm. Here are some of their insights:

Which academic interventions are working best? “While school districts made some progress in reducing pandemic-related achievement gaps in the 2021-22 school year, progress stalled in the 2022-23 school year. Interventions that have strong evidence of efficacy include high-dosage tutoring, summer school programs and double-dose math classes. Districts should adopt these high-impact interventions while continuing to monitor implementation and adapt interventions to local context so that students can have access to meaningful opportunities to catch up on unfinished learning.” —Ayesha K. Hashim, research scientist

Classroom practices that support high-growth learning will be essential. “The cornerstone of elevating educational quality rests upon strengthening the student-teacher relationship. By fostering meaningful and constructive interactions and offering valuable feedback to students, we empower them to take greater ownership of their learning journey. Recent research underscores the efficacy of specific approaches and practices in promoting substantial learning growth, such as allocating time for retrieval practice (where students benefit from multiple opportunities to reinforce new knowledge) and maintaining flexibility in student group dynamics (allowing for effective student movement between learning groups), among others.” —Chase Nordengren, principal research lead, effective instructional strategies

Research-based interventions will be needed to help older students with reading fluency. “National data show that almost 70% of eighth graders are not considered proficient in reading based on 2022 test scores on the National Assessment of Educational Progress, also known as The Nation’s Report Card. In 2024, districts will be working to find research-based interventions to help older students with reading fluency. Middle and high school teachers will need support to help older students with foundational reading skills to address this problem. Programs that emphasize repeated reading and allowing older readers to choose practice readings on topics they find engaging will help older readers improve fluency.” —Laura Hansen, NWEA director of academic services

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A data-driven revolution in gifted and talented identification. “In 2024, states are poised to revolutionize their approach to gifted and talented education, driving greater equity and inclusion through a dual strategy of data-driven identification and the implementation of state policies mandating access to gifted services. Universal screening, encompassing a multitude of assessment tools, will ensure that no gifted potential remains unnoticed, while continuous monitoring and transparent reporting will guarantee equal access to the selection process. Simultaneously, state policies will require the development of individualized learning plans for gifted students, promoting inclusive enrichment opportunities, differentiated instruction, and robust teacher professional development.” —Scott Peters, senior research scientist

Math will matter even more in 2024

If 2023 was all about the science of reading, state education leaders will turn their attention to providing systemic supports for math education in 2024, says Karen Beerer, Discovery Education’s senior vice president of teaching and learning.

In the wake of COVID learning loss, several states have already passed new laws requiring schools to identify and provide additional math support to students and teachers.

Alabama’s Office of Mathematics Improvement monitors the implementation of screener assessments, diagnostic assessments, and formative assessments for grades K5. Florida now requires students deemed “deficient” in math to receive intervention and monitoring from their district while Louisiana mandates additional professional learning in numeracy for math teachers in grades 4-8.

“While these are just a few examples of state departments of education adding additional support to math education,” Beerer notes, “I believe in 2024 these efforts will accelerate and become the norm nationwide.

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Common complaints such as “geometry proofs seemed pointless” and “when letters started showing up in math, I gave up,” reveal that we need to improve how we talk about math with our students.

Changing this mindset requires that everyone—educators, parents, caregivers, and community members—work together. We need to reframe and accurately define what math is: a tool for using and improving logical thinking skills to make better sense of the world.

As a first step, we need to re-align on how we’ll respond to the most commonly heard frustration about math: “When are we ever going to use this?” Here are some new suggestions for how to answer this question the next time someone asks it:

“That’s a great question! Being curious is an essential part of math. You’re probably asking this because at some point you were told, ‘math is important because you’ll use it in the real world.’ First off, whoever told you that had good intentions. They wanted to motivate you because sometimes math will be challenging and we can more easily push through challenges when there’s a meaningful purpose or reward on the other side.

“Second, you deserve an apology because that statement is a half-truth. The true part is that math involves studying things like numbers, 3D objects, patterns, graphs and how to think logically about them. You’ll encounter all of those things nearly every day of your life, but probably not in the way we study them in school. What’s not true is the implication that you will see every math topic from school at some point later in life. If you study trigonometry in school, you might never see it or have a use for it ever again. But that doesn’t mean studying trigonometry is a waste of time. And it certainly doesn’t mean trigonometry isn’t part of the ‘real world.’

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“So here’s a better way to think about math. In math class, we’re learning a structured approach to logical reasoning and problem-solving. You’re doing this all the time in your other classes. The difference in math is that we’re analyzing logical things like numbers and shapes, which are less complex and more predictable than what you study in other classes. That makes math topics easier to reason about and understand.

“For example, the duck-billed platypus is classified as a mammal, but it has a bill and lays eggs, which are usually characteristics of birds. Living organisms aren’t logically consistent in the same way number systems are. In math, there aren’t outliers when classifying objects; all triangles have exactly three sides, and there’s no ‘duck-billed triangle’ that breaks the rules. In life and other subjects, there will usually be too many variables and unknowns to draw exact logical conclusions, like when meteorologists forecast a 50% chance of rain. But in math, we analyze simple things so we can also become better thinkers about more complex things.”

In addition to aligning on this narrative, districts can further reframe students’ mindsets about math by using standards-aligned content designed for diverse students that makes math more relatable, relevant, and engaging. Administrators can also leverage professional development that invites teachers to reflect on their own math mindsets and experiences overcoming math challenges so that we can better empathize with and support students. Finally, education technology tools can help students reason logically and make sense of math concepts with inherently engaging tasks and games based on real-world examples.

By defining math, its purpose, and its value accurately, we can shift students’ mindsets to be more positive about math and how it helps them in contexts far beyond the classroom.

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Fortunately, administrators, teachers, instructional coaches, parents, caregivers and curriculum developers have the power to change this narrative. Here are three steps to help schools achieve these goals:

Step 1: Provide educators with strong resources and support

Teachers are the most effective professionals in developing students’ math confidence and identity. Each day, they affirm and support students’ mindsets in math. To empower students, district leaders must first empower teachers with resources that both improve achievement and cultivate a positive math mindset.

While printed curricular materials and digital programs need to be aligned with state standards and research-based pedagogical principles, districts should also evaluate resources based on how well they support students’ confidence and sense of belonging in math. After materials have been adopted, districts should focus on successful implementation and professional learning to ensure consistency across classrooms that will lead to these outcomes.

To that end, districts should offer relevant resources for ongoing professional development to help teachers stay current on best practices that create dynamic and inclusive learning environments where all students feel like they belong and can be successful.

Step 2: Incorporate the right tools to focus on critical thinking

Many students who have difficulty learning the computation aspects and “basics” of mathematics are often wrongly forced to just keep working on computation until they “get it.” As Wiggins and McTighe noted in Schooling by Design: “Because they are less likely to have acquired the basics on the same schedule as more advanced learners, struggling learners are often confined to an educational regimen of low-level activities, rote memorization of discrete facts, and mind-numbing skill-drill worksheets. The unfortunate reality is that many of these students will never get beyond the first rung of the ladder and, therefore, have minimal opportunities to use what they are learning meaningfully. Who wouldn’t be inclined to drop out under such conditions?” (p. 45)

Unfortunately, most supplemental online math programs have simply digitized this skill-drill work. We should want and expect more for our students. Technology should be used to free teachers to engage students in more critical thinking experiences where they focus on ideas and skills that AI and calculators can’t do.

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Without putting a burden on teachers’ time for assessment and grading, truly adaptive education technologies can use real-time strategy and error analysis to identify areas where a student may be struggling or excelling. Teachers can use these insights about student thinking to provide personalized support and interventions that improve students’ confidence by addressing their specific needs soon after they surface.

Step 3: Measure what matters—critical thinking, confidence and curiosity

While test scores are one metric used to measure the proficiency of students and evaluate curricular resources, we also need to reduce math anxiety, improve students’ confidence, and reframe how we define and engage with math, so students are inspired and curious in class.

Some technology tools can also improve critical thinking and confidence because they allow for the creation of interactive visualizations and simulations that help students more deeply understand and make sense of mathematical concepts. In some cases, digital visualizations and animations will provide insights about math concepts that can’t be gleaned from physical manipulatives.

As districts work to empower the next generation of students with confidence and skills in all subjects, we need to change math education by replacing students’ fear and uncertainty with confidence and success. This means all of us belong in mathematics and can experience success under the right conditions. We’ll know we’ve achieved our goal when neither students nor adults ever say, “I’m not a math person.”

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