North Carolina’s Superintendent, Catherine Truitt, addressed state lawmakers on Monday, expressing her intent to implement significant changes in the approach to math education. Seeking support from the House Select Committee on Education Reform, Truitt highlighted the necessity for legislative involvement to formalize and finance these initiatives. Despite the Department of Public Instruction’s capacity to assess math standards and offer recommendations to schools, legislative action holds the power to more decisively shape and support educational endeavors.
Data from assessments reveal a concerning trend of diminishing math proficiency among students with advancing grade levels, culminating in less than half of ninth graders demonstrating proficiency in math. Truitt emphasized the potential for North Carolina students to excel in math, advocating for a paradigm shift encapsulated in the mantra “all kids are math kids” to steer the standards review process.
Drawing parallels to the successful revamp of reading instruction through evidence-based methodologies, Truitt underscored the imperative to replicate this success in math education. Her proposed strategy encompasses enhanced support mechanisms for students beyond regular math classes, increased parental engagement through regular written updates on their children’s math progress, and augmented training for teachers and teaching coaches.
Central to Truitt’s plan is the mandate for all K-8 students to receive a minimum of 60 minutes of grade-level math instruction daily, with any remedial interventions to be supplementary to this core instruction. Lawmakers, including Deputy State Superintendent Michael Maher, lauded the proposal, particularly emphasizing the pivotal role of parental involvement in fostering student engagement and consistent attendance.
Acknowledging the challenges posed by recent shifts in math instruction that may hinder parental support, legislators highlighted the critical need for comprehensive training to enhance instructional quality. The discussion also shed light on the prevailing shortage of math teachers statewide, exacerbated in rural areas where individuals transitioning from alternate professions often fill these roles. Maher stressed the distinction between subject knowledge and pedagogical expertise, underscoring the essentiality of effective teaching practices in driving academic success.