Early Math Screening & Intervention
California Has a Math Crisis
Only 37% of California’s K-12 students are proficient in math, and the numbers are even more staggering for Black and Latino students, students from low-income communities, and English learners. This affects high school graduation rates, college readiness, and career opportunities.
The state must prioritize policies to address persistently low math proficiency. This starts with early identification and intervention for students experiencing math difficulties.
EDVOICE PROUDLY SPONSORS SB 1067 (WEBER PIERSON)
California State Senator Akilah Weber Pierson, M.D. (D-San Diego) has introduced legislation requiring K-2 universal screening for math difficulties and evidence-based interventions for students needing additional support.
Early Intervention is Key
California has made progress in addressing the state’s math challenges, but the state still lacks a cohesive system to identify and support students with early math difficulties. This limits the impact and efficiency of the state’s improvements and places added strain on educators.
Multiple studies, including research from the U.S. Department of Education, find that universal screening for math difficulties in grades K-2 paired with timely, evidence-based intervention is an essential strategy for improving math proficiency. At least 20 states have incorporated early math screening and targeted supports into their broader math improvement strategies, with many beginning to see meaningful results.
The state recently implemented K-2 universal screening for reading difficulties as part of a comprehensive approach to early literacy instruction. Establishing a comparable approach to math would align the state’s literacy and numeracy efforts while also helping to ensure that early math challenges are addressed before becoming long-term barriers to opportunity.