Reading isn’t enough: Massachusetts must solve its math crisis, too

by Jennie Williamson, CommonWealth Beacon
September 10, 2025

Alarm bells are blaring across Massachusetts, and everyone from the governor to grassroots advocates is finally paying attention: Reading scores are in freefall, and the panic is palpable — and rightly so. But as state leaders mobilize to address the literacy crisis, they’re overlooking a parallel emergency that is just as urgent and damaging — a deepening math crisis that threatens our students’ futures and the state’s economic vitality.

You can see it in the data, yes. But you can also hear it, more viscerally, in the quiet despair of kitchen-table confessions from parents: Their child sits at a desk, math homework spread out before them, struggling to figure out how much Tayna will need for a 25% down payment on a $250,000 house. The child’s eyes glaze over, numbers blurring, as he mutters, “I am just not a math person” and walks away.

If you’ve worked in schools, parented a child, or remember your own struggles with math, this silent surrender likely feels familiar. But it should feel unacceptable.

In today’s world, math matters more than ever. Recent research shows that early math skills are more predictive of lifetime earnings than reading or health factors. And as Massachusetts’s economy increasingly relies on evolving STEM jobs, we must prepare all students — not just a privileged few — for that future.

Moreover, in an era when artificial intelligence is reshaping every corner of our society, the skills cultivated through rigorous math education – critical thinking, problem-solving, and analytical reasoning – will be more valuable than ever. Math isn’t just about numbers; it teaches us how to break down complex problems, spot patterns, exercise sound judgment, and evaluate solutions. These cognitive tools aren’t “nice to haves.” They will define who thrives — and who falls behind — in an AI-driven future.

Massachusetts can’t afford to fall behind. And yet, we are.

While the Commonwealth prides itself on being a national leader in education, the latest National Assessment of Educational Progress (NAEP) results paint a sobering picture: Math scores across the state have plummeted to levels not seen in over two decades, with only 37% of 8th graders scoring proficient or above on the NAEP math exam. But the real emergency lies beneath the averages. Among Black students, only 14% scored proficient or above on the 8th Grade NAEP exam. For Latino students, it’s 17%. For low-income students, just 16%. In some districts, fewer than one in five students are meeting grade-level expectations in math.

This isn’t just a hangover from the pandemic — it’s a widening divide that has reached a tipping point. So how do we ensure students in Massachusetts don’t walk away from math — and their futures?

First, policymakers and education leaders must confront the math crisis with the same urgency they’ve shown towards literacy. The same forces driving the literacy crisis — weak curriculum oversight, inconsistent use of high-quality instructional materials, inadequate teacher preparation and professional development, and chronic underinvestment in student supports — are also fueling the decline in math.

Second, the state should require universal math screenings starting in elementary school. Massachusetts already mandates early literacy screenings to identify students at risk for reading difficulties. Why not do the same for math? These screenings can help educators intervene early with targeted support, rather than waiting until students are discouraged and disengaged.

Third, Massachusetts must make bold investments in high-quality math curricula and guarantee that every student—regardless of zip code—has access to rigorous coursework, starting with Algebra by 8th grade. Algebra by 8th grade is a powerful predictor of long-term academic success, math confidence, and college readiness. Yet, a recent statewide poll found that only 40% of parents reported that their child had access to Algebra I by 8th grade, with even lower access rates for students of color and those from low-income backgrounds. State and school leaders should prioritize access to advanced math courses, while districts should explore automatic enrollment policies to help close access gaps.

But high expectations alone aren’t enough. We must pair them with proven support strategies like high-dosage tutoring, especially in middle school, where the payoff is greatest. Research shows that tutoring—when done consistently—can dramatically improve math outcomes and rebuild student confidence.

Finally, we must change the message students hear about who math is for and why it matters. As Emily Marhan, a 7th-grade math teacher in New Bedford, shared in a recent blog post for EdTrust-Massachusetts, math success isn’t about being “naturally gifted.” It’s about mindset, persistence, and feeling safe enough to take risks. In her classroom, mistakes are welcome, and struggle is expected.

Every student in Massachusetts deserves that kind of math classroom — a place where they feel seen, capable, and included, and where math feels relevant and engaging. The path to improving math outcomes in Massachusetts starts with recognizing the crisis and committing to bold, systemic change, and it ends with belief: belief in our students, and belief in their ability to learn and thrive.

Jennie Williamson is the State Director of EdTrust in Massachusetts — a national nonprofit committed to advancing policies and practices to eliminate educational opportunity gaps--with over 13 years of experience in education policy, research, and advocacy across various nonprofits and state government roles.

This article first appeared on CommonWealth Beacon and is republished here under a Creative Commons Attribution-NoDerivatives 4.0 International License.

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