By Brit Seward, M.Ed., School Improvement Specialist, Mathematics
Across our portfolio, mathematics results show small signs of improvement, but proficiency remains alarmingly low. For example, only 9.7% of students scored proficient in Algebra I this fall, compared to 62.7% statewide (Ohio Department of Education & Workforce, 2025). These numbers are not just statistics—they represent opportunities denied. When students lack access to rigorous mathematics learning, their future pathways narrow, and inequities deepen.
For too long, many classrooms have operated under a “coverage culture.” Teachers race through standards to “get it all in,” but students are left with a shallow understanding and little confidence. Coverage has not delivered results. What our students deserve is coherence: instruction that builds deep connections across grade levels, emphasizes reasoning and sense-making, and holds space for both rigor and joy.
Rigor in mathematics does not mean harder worksheets or faster pacing. True rigor is about engaging students in tasks that require them to reason, model, and problem-solve. And when paired with joyful learning—where students feel empowered to take risks, explore, and find meaning—rigor becomes accessible rather than intimidating. As Tutt (2024) explains, there is a “quieter kind of joy that comes from making mathematical connections, and understanding the world in new ways, and grasping the thinking and ideas of others” (p. 2).
The practical question, of course, is how do we get there? Districts across the country provide examples. Piedmont City Schools in Alabama faced steep declines in math performance, but instead of doubling down on remediation, they restructured the system. Leaders lengthened math class time, embedded “data days” where teachers collaboratively analyzed student progress, and prioritized small-group instruction targeted to specific needs (The Associated Press, 2023). Piedmont, a small rural district, reversed its trajectory and celebrated substantial gains. Their story demonstrates that context is not an excuse—deliberate structures and unwavering belief in students can move the needle.
In Ohio, the state’s Plan for K–12 Mathematics underscores this same urgency, calling on schools to “advance instructional quality and increase access to high-level mathematics learning for every student” (Ohio Department of Education & Workforce, 2025). At Buckeye Community Hope Foundation, we are working toward this vision through our Mathematics Cohort and professional development sessions. This year, our cohort themes include reframing readiness, reflecting on engagement, rehumanizing assessment, and restoring teacher belief. Each is designed to dismantle deficit narratives and equip leaders and teachers with practical strategies to shift practice.
What School Leaders Can Do Now
The National Council of Teachers of Mathematics (NCTM) Effective Teaching Practices provides a roadmap for moving from coverage to coherence. For leaders, these practices translate into two powerful actions:
- Classroom look-fors: Signs that students are reasoning, engaging in discourse, using representations, and productively struggling. For example, during a walkthrough, you might see students debating multiple solution strategies instead of quietly filling out worksheets.
- Leadership moves: Coaching questions, PD priorities, and structures that help teachers bring these practices to life. For instance, in a post-observation conversation, you might ask, “How did today’s task create opportunities for reasoning at different entry points?”
When leaders consistently name, notice, and nurture these practices, they create the conditions for coherence, rigor, and joy. (For a detailed table of the eight Effective Teaching Practices with specific classroom look-fors and leadership moves, [click here].)
Our students are capable of far more than current outcomes suggest. Moving beyond coverage to coherence—and blending rigor with joy—is not just an instructional improvement strategy; it is a form of equity work. If Piedmont, a small rural district, can rethink structures and accelerate math success, so can we. The time is now to reimagine mathematics for every learner in our portfolio, especially those historically underserved by inequitable systems.
References
The Associated Press. (2023, September 19). How a rural Alabama school system outdid the country with gains in math. AP News. https://apnews.com/article/math-instruction-alabama-scores-covid-43253afc35621ce80f03dd00ccc160a2
National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. National Council of Teachers of Mathematics.
Ohio Department of Education & Workforce. (2025). Ohio’s plan for K–12 mathematics. https://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Mathematics/Ohios-Plan-for-K-12-Mathematics.pdf.aspx
Tutt, P. (2024, November 7). 7 ways to balance joy with rigor in math class. Edutopia. https://www.edutopia.org/article/7-ways-to-balance-joy-with-rigor-in-math-class