Schools Prioritize Reading Intervention. But What About Math?

| Education Week | Sarah Schwartz

Many label a student with a number, or a color designation—green for on track, yellow for borderline, and red for below grade level. “That’s only vaguely helpful,” said Mary Pittman, the director of mathematics for TNTP. “It tells you that you need to figure out what you need to do for that child.”

The goal of screening should be to connect kids with these supports, rather than to label them as permanently “behind,” said Bailey Cato Czupryk, the senior vice president for research and impact at TNTP. Often, state policy is written to encourage flexible grouping and ensure that students who need additional help aren’t missing out on grade-level instruction, “but we don’t provide teachers support on how to do it.”

Read the full article at Education Week.

Imali Ariyarathne, seventh-grade teacher at Langston Hughes Academy, stands in front of her students while introducing them to the captivating world of science

Imali Ariyarathne, seventh-grade teacher at Langston Hughes Academy, introduces her students to the captivating world of science.

About TNTP

TNTP is the nation’s leading research, policy, and consulting organization dedicated to transforming America’s public education system, so that every generation thrives.

Today, we work side-by-side with educators, system leaders, and communities across 39 states and over 6,000 districts nationwide to reach ambitious goals for student success.

Yet the possibilities we imagine push far beyond the walls of school and the education field alone. We are catalyzing a movement across sectors to create multiple pathways for young people to achieve academic, economic, and social mobility.

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