BOISE, ID (KIFI) – The Idaho State Board of Education approved recommendations Wednesday to improve instruction and student outcomes in grades 5-9.
The recommendations were developed by a mathematics workgroup made up of educators from across Idaho that the board convened last year. The group's findings were presented at the board's regular board meeting this week at Boise State University.
“This is a groundbreaking initiative, and the recommendations made by the Mathematics Workgroup are very sound if we are to improve math scores, a concern that is not unique to Idaho.” said Dr. Linda Clark, Board Chair.
Mathematics performance among middle-grade students has declined in recent years, and this trend makes it difficult for even high-achievers to succeed in higher-level mathematics in high school and college.
The workgroup's recommendations include:
- We provide continuing professional development to help educators teach math concepts more effectively and build confidence in their students.
- Establish partnerships with state education agencies and educators' organizations to conduct campaigns to improve the math culture in Idaho and help students realize that advanced math is possible with effort.
The Mathematics Workgroup also provided stakeholders with comprehensive information, including the development of a Mathematics Pathway to help educators improve their mathematics instruction skills and support the State Department of Education's efforts to improve the Idaho Mathematics Curriculum Review process. It was recommended that a mathematical plan be developed.
The work group also recommends a study to review mathematics instruction in Idaho's educator preparation programs.
Improving middle school mathematics instruction and performance is one of the Board of Governors' three focus areas for K-12 education. His two other areas of focus are K-12 literacy and high school graduation/postsecondary education and training.
The board also heard a report on the Accountability Oversight Committee's recommendation to focus more on student learning growth trajectories and ways to improve or maintain growth than proficiency levels when analyzing student assessments. did.