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Just a few months after California revamped its approach to reading instruction, a new bill is addressing math education — and it may stir up similar controversy.
Senate Bill 1067 aims to mandate screenings for all kindergartners, first- and second-graders to evaluate their basic math skills, providing additional support for those who are lagging behind. The goal is to help these children catch up to their peers who may have had more exposure to math before starting school.
“Early math skills are a strong predictor of future academic success,” stated Amy Cooper, a senior advisor at EdVoice, a nonprofit organization co-sponsoring the bill. “This isn’t about tracking kids or labeling them. It’s purely focused on delivering the support students need to meet grade-level expectations.”
California students have consistently struggled with math across various grade levels. Last year, only 37% of students met grade-level standards in math, with some demographics faring significantly worse. For instance, only 16% of Black 11th-graders met the state’s grade-level standard. Nationally, California ranks 43rd in 4th-grade math scores, trailing behind states like Texas, Mississippi, and Alabama.
Experts suggest that one reason for this poor performance is California’s uneven early education system. Until transitional kindergarten was made available to all 4-year-olds last year, children entered kindergarten with differing levels of readiness. Some had years of early math exposure, while others, particularly those from low-income backgrounds, had little to no prior instruction, starting off significantly behind. Even now, both TK and kindergarten remain optional, leaving some students unprepared for first grade.
A ‘Critical Tipping Point’
While some children may eventually catch up, research indicates that many will continue to fall further behind. Due to the sequential nature of math, catching up becomes progressively difficult, and learning gaps widen. Studies show that early math skills often predict how well students will perform in high school and beyond.
It remains too soon to determine the impact of transitional kindergarten on long-term math achievement, yet current data indicate a gap between children with prior math exposure and those without. According to Alice Klein, a developmental psychologist and research director at WestEd, low-income children are less likely to receive early math exposure.
“This represents a critical tipping point,” Klein explained. “Without intervention, the gap will continue to widen. Students will find it harder to access advanced math classes, affecting future job prospects and California’s economic landscape. It’s a persistent closing of opportunities.”
Klein endorses the math screening legislation as an effective method for identifying struggling students and offering necessary assistance. She noted that at least 20 other states have implemented similar screenings and have seen positive outcomes.
“I’m thrilled that California is considering this bill,” Klein expressed. “It’s a significant step that could improve math achievement in the state.”
Numbers and Objects
Districts will have a selection of screening tests lasting between 10 to 20 minutes, assessing children’s understanding of fundamental math concepts. For example, kindergartners might be asked to compare two groups of dots to identify the larger set, or recognize specific numbers and demonstrate comprehension of their meanings — such as associating “three” with three objects. English learners will take the test in their native languages.
The bill is sponsored by state Sen. Akilah Weber Pierson, a Democrat from San Diego, and was recently passed unanimously by the Senate education committee.
EdVoice, its cosponsor, previously advocated for phonics-based reading instruction, which faced significant opposition but eventually passed. The final legislation doesn’t require schools to utilize state-funded teacher training, but does mandate the use of phonics-based educational materials.
Are There Too Many Tests?
Opposition may arise regarding the proposed math screenings as well. The California Teachers Association, along with county superintendents and various educational organizations, has expressed resistance.
They argue that the screening is unnecessary, citing the state’s recent investment in a comprehensive new math framework, which may take time to yield results. Critics contend that this framework fosters critical thinking, emphasizing real-world applications of math, whereas the screenings may be overly simplistic and not reflect developmental differences among young learners.
Additionally, they express concerns that the screening will only be useful if the state allocates funds for tutoring support for identified students.
Nick Johnson, an associate professor at San Diego State University, questions the need for yet another standardized test. He notes the impact of the No Child Left Behind federal policy, which prioritized testing without substantial improvements in educational outcomes.
“While standardized testing was thought to enhance student learning, evidence suggests this is rarely the case,” Johnson remarked. “Has public education improved over the past 25 years?”
The Magic of Math
With three decades of experience teaching kindergarten and transitional kindergarten in National City, Rachelle Bacong incorporates math into every aspect of her classroom activities. While setting up art projects, she prompts students to count the chairs or scissors required. When preparing smoothies, she engages them in deciding quantities of ingredients, and during handwashing, she inquires about timing.
The classroom also involves playing with blocks, tiles, and tubes, allowing children to explore shapes and dimensions. Bacong’s objective is to make math enjoyable and relatable, regardless of students’ developmental levels.
“Math transcends cultures and abilities; it’s accessible to everyone. My role is to create an environment where it remains accessible,” Bacong explained. “That’s the magic of it.”
Daily, she dedicates time to explicit math instruction, integrated with play. She teaches songs about numbers, demonstrates how shapes fit together, and provides guidance when students struggle with solutions. Bacong believes math instruction should be multifaceted, as children’s cognitive development occurs at varied rates.
While she appreciates additional support for children needing it, she’s concerned that a standardized test might miss the nuances of how individual children comprehend math concepts. She already has insights into her students’ progress and fears that screening outcomes could lead to stigmatization of children, teachers, or schools.
“My concern is that it may highlight a child’s deficiencies,” Bacong remarked. “Math should be a joyful, enriching, and developmentally appropriate experience. We aspire to prepare students for their future endeavors, whatever they may entail.”
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