DC Math Task Force Publishes Comprehensive Recommendations to Improve Citywide Math Proficiency

Today, the Office of the State Superintendent of Education (OSSE) published a comprehensive report that outlines recommendations from the DC Math Task Force to rapidly accelerate math proficiency for all students in the District.

"Ensuring our students have the math skills they need to thrive requires strong partnerships between OSSE, schools, families and community members as well as a change mindset across the District," said State Superintendent Dr. Antoinette S. Mitchell. "Research has debunked the long-held belief that only some people can be 'good at math.' It is time for us all-teachers, parents, community members - to see ourselves as 'math people,' and to foster that mentality among DC's students as well."

This task force, which convened regularly during the 2024-25 school year, brought together representatives from District government agencies, local education agencies (LEAs), community stakeholders and educators to create an evidence-based plan for ensuring that all students achieve proficiency in math skills and concepts-preparing them to succeed as critical thinkers and problem-solvers in school and beyond.

As the state education agency for the District of Columbia, OSSE formed the Math Task Force in response to low math proficiency rates on statewide assessments of students citywide, especially after a significant drop during the pandemic years. On the 2023-24 school year DC Comprehensive Assessment for Progress in Education (DC CAPE), fewer than 23 percent of students met or exceeded expectations in math. While proficiency improved in the 2024-25 school year with a 3.6 percent gain, results indicate that too many students are not yet proficient in math.

The Math Task Force recommendations focus on several key topics:

• High-Quality Instructional Materials (HQIM): Reviewing and updating math curricula to ensure alignment with best practices and standards
• Professional Learning: Providing ongoing training and support for educators to enhance their instructional practices and content knowledge
• Diagnostic Assessment and Intervention: Implementing targeted interventions and supports that are aligned to core instruction for students who are struggling
• Family and Community Engagement: Partnering with caregivers so they can take active roles in their child's math education and to foster a supportive learning environment
• Consideration for Integrated Math: Examining the current high school math structure and exploring other potential pathways while maintaining high standards for rigor

In addition to the recommendations included in the Math Task Force Report, OSSE convened DC educators in the Instructional Resources Working Group (IRWG), a subgroup of the Math Task Force, which has released three key resources that complement the Task Force recommendations.

• HQIM Toolkit: A rubric to assist LEAs in the selection of high-quality curriculum.
• Evidence-Based Math Guidance: A baseline of expectations for K-12 core (Tier 1) math instruction for LEAs.
• Learning Walk Tool: A tool to facilitate non-evaluative classroom observations and collect data about math instructional practices.

OSSE is committed to ensuring that every student in the District has access to high-quality math education. The Math Task Force represents a significant step toward achieving this goal and ensuring that all students are prepared for academic success and future careers.

For more information about the Math Task Force and to read the full report, please visit the OSSE website.