(Texas 2036) – Mathematics proficiency is key to a workforce that can produce innovation and economic growth in the 21st century economy. Texas students, however, continue to struggle in mathematics – a reality that predates the learning disruptions brought on by the COVID-19 pandemic.

In its new report, Solving for X: Math Trends, Challenges, and Opportunities for the Lone Star State, Texas 2036 digs into the data to better understand the nature and magnitude of this ongoing math crisis. The good news is that, in addition to diagnosing the problem, the report demonstrates that improving math outcomes is not an unsolvable problem.

Here are a few of the key findings from the report:

• 55% of Texas students are below grade level in math on the State of Texas Assessments of Academic Readiness exam.
• A 21-point decline has been recorded in the percentage of Texas eighth grade students at or above Basic in math on the National Assessment of Educational Progress exam since 2011.
• Less than 50% of Texas high school graduates meet college readiness benchmarks in math.

Only 10% of parents believe their child is performing below grade level in math.

Nearly 80% of the fastest-growing occupations are in STEM fields – those related to science, technology, engineering and math. The ability of Texas to lead and attract top industries hinges on equipping our workforce with essential STEM skills.

In recent years, Texas has started to take steps to address math performance, including a new bipartisan law passed last year that accelerates math learning in middle school, regardless of students’ socioeconomic background or geographic location.

However, to improve our standing in mathematics and workforce readiness nationally, Texas must continue to build on these efforts. Policymakers should consider options that take a comprehensive approach incorporating students, teachers and parents to help students succeed, such as:

• Producing high-quality professional development and coaching to ensure teachers are equipped with tools to help struggling students.
• Measuring math achievement in high school grades to increase transparency.
• Utilizing math “screeners” – short diagnostics that identify who is struggling and what types of support they need to progress toward grade-level goals – in early grades and promptly notifying parents of identified difficulties.
• Providing parents with resources to support tailored “math-at-home” instruction.
• Developing targeted plans for children in need of math intervention, including activities during the summer.

If Texas does not address the systemic issues it has with mathematics education and achievement, it will be relegating its students to the sidelines of the future workforce. Other states such as Alabama, Arkansas and West Virginia have taken steps to address their own math proficiency declines through investments in student, teacher and parental support.

Texas can learn from these promising reforms and seize the opportunity to ensure that its students are equipped with the math proficiency they need to realize the promise of the growing STEM economy.

Gabe Grantham is an education policy advisor for Texas 2036, a nonprofit public policy organization building long-term, data-driven strategies to secure Texas’ prosperity.