Overview

Recent research highlights a significant need for California to enhance its focus on mathematics education. While state leaders have prioritized early literacy, the same level of attention has not been given to math, resulting in widening achievement gaps among students.

The findings indicate that the disparity in math achievement between students from different income levels has grown alarmingly over the past years, reflecting systemic weaknesses within the state's educational framework.

Key details

  • California has recently prioritized early literacy, resulting in funding and new programs aimed at closing the literacy achievement gap.
  • However, the state has not applied similar focus to math education, leading to noticeable deficiencies.
  • The achievement gap in math between the highest and lowest income students increased from 1.9 grade levels in 2009 to 2.7 grade levels in 2024.
  • This represents a 40% increase, with the highest-income students nearly three grade levels ahead in math compared to their lowest-income peers.
  • In contrast, gaps in reading narrowed by 5% during the same period.
  • Only one-third of eighth graders demonstrated proficiency in math according to the 2025 Smarter Balanced Assessments.
  • Racial and ethnic achievement gaps in math have also widened over time.
  • Districts in California tend to prioritize English language arts, with 63% ranking it as their top focus, while only 16% prioritize math.
  • High-need districts struggle significantly with hiring and retaining qualified math teachers.
  • Most teachers credentialed for elementary education receive minimal training in math during their post-graduate preparation.
  • One in five districts provided no consistent math training for the 2024-25 school year, and most professional development opportunities were voluntary.
  • Many districts are not implementing California's new math framework adopted in 2023, with only a quarter of district leaders stating it influences their math lessons.

Context

The research brief titled “Mathematics in California: Gaps, Capacity and Implementation” by Elizabeth Huffaker sheds light on the systemic issues affecting math education in the state, emphasizing that without addressing these challenges, significant improvements in student achievement may remain elusive.

What happens next

To improve math achievement, California will need to address the identified gaps and challenges, particularly in teacher training, district prioritization, and the implementation of the new math framework.

What we don't know yet

Details regarding specific funding allocations for math education, the full scope of the new math framework's implementation, and the strategies districts plan to adopt to improve math training are not confirmed.