Showing Up Where it Counts: Legislative Efforts to Improve Math Instruction

In recent years, we’ve seen a wave of states introduce and pass early literacy bills, which have resulted in important gains for students in states like Mississippi. But what about math? 

As I’ve written about many times, improving curriculum quality with aligned teacher training is an impactful way to boost math achievement, but only a handful of states have enacted laws focused on instruction.

Luckily, we’re starting to see efforts to improve math materials and instruction play out in state houses. Take Kentucky, where House Bill 162 (the Kentucky Numeracy Counts Act) is gaining support among lawmakers and community advocates. Students in the Bluegrass State fall towards the bottom of the pack in math; nationally, Kentucky ranks 32nd in 4th-grade and 39th in 8th-grade math. In 2023, 58% of fourth graders and 64% of eighth graders were below proficient on the state test. 

Especially noteworthy is that the bill targets grades 4-8, unlike many curriculum bills that focus on the early grades (for example, the laudable Alabama Numeracy Act focuses on grades K-5). According to the Kentucky Department of Education, the state already has legislation and grants to support math in grades K-3, but more support is needed for older grades when math concepts are increasingly complex. 

The proposed bill includes calls for a robust state role in supporting:

  • Increased access to “evidence-based high-quality instructional resources”,
  • Mandatory improvement plans for struggling students,
  • Universal math screeners,
  • Math improvement plans for grades K-3,
  • Stronger family and community engagement, and
  • Professional development supports, including improvements to teacher preparation and certification.

Of course, any bill is only effective if it is implemented well in schools. If passed, efforts would begin in the 2025-2026 school year and cost an estimated $10 million each year. 

As the legislative season plays out, I’m watching similar moves in states like Tennessee, where companion bills seek to approve a state-provided instruction course for K-8 math teachers and require a study of current math proficiency. And it’s no coincidence that the Kentucky and Alabama plays have made it into the Collaborative for Student Success’s March Mathness bracket – so stay tuned to see how they do there!

Jocelyn Pickford is an education policy and communications specialist focusing on understanding and promoting practitioner-informed public policy across the private, public and non-profit sectors as a Senior Affiliate with HCM Strategists. She began her career in education as a high school English teacher in a regular and special education inclusion classroom and is now a public school parent and recent member of her local district school board. Previously, Jocelyn led the design, launch and implementation of the Teaching Ambassador Fellowship at the U.S. Department of Education to integrate teachers into the national education policy dialogue. Jocelyn’s passion for her work was seeded during her own public school education and took root during her classroom teaching experience in Fairfax County, Virginia, where she led action research and presented instructional materials to a variety of audiences. Jocelyn earned her bachelor’s degree from Trinity College (CT), working as a professional writer and editor prior to becoming a teacher, and obtained her master’s in secondary education from the George Washington University. Jocelyn lives outside Philadelphia with her husband and two children.