Is attention to quality math instruction gaining momentum in California? Promising developments point towards yes – if the right groups can work together on the common cause.

For the first time in over a decade, the state has updated its list of reviewed curricula to align with the new Math Framework adopted in 2023. This isn’t just a wonky state process where results will live in isolation on a little-used website. The Center for Education Market Dynamics (CEMD) estimates that up to 650 California school districts may select new programs over the next 2 years – so the updated list should get plenty of play.

The key to success with this or any state list is to ensure it is not used in isolation by districts and schools. Lists – and curricula – are not silver bullets. They offer foundations for adaptation to local context. A program is only good when it meets the right people and purpose; it’s critical for local leaders to come together and support the use of updated, standards-aligned materials that prepare students for success.

One group that is critical to this effort but not as often elevated is the business community. When employers engage with their local schools, they can draw connections between what students are learning every day and the skills and aptitudes that are foundational to success in the world of work. This helps make math “real” and connects the dots from the earliest stages of math through higher learning and the workforce. Business leaders should ask questions about their local school districts’ current and proposed curricula, share resources from the state and from advocacy groups, and encourage their school boards to invest in proven curricula that will help students build the math skills they need. 

Curriculum providers and philanthropies that support the expansion of high-quality materials also have important contributions to make. School and district leaders need case studies that help them see how curricular programs work in specific contexts, and networks of support to expand professional learning and other communities of practice. 

State leaders have ongoing work to do, too. The updated state math list is a great development, but I’d like to see California pursue the “Super App” approach pioneered by Louisiana and extended to states like Arkansas. Cutting red tape helps to make the smartest decisions the easiest and most cost-effective for local districts. 

There’s plenty to like – and to watch – about this progress in the Golden State, and it’s incumbent upon advocates to keep the momentum going. 

For a deeper dive on the new list and related actions leaders should take, check out this excellent recent webinar hosted by CEMD and this statement from the Collaborative for Student Success.