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It highlights how COVID-19 intensified inequities and fueled public debate about a potential national teacher shortage, including vacancy and attrition trends. It also notes NAEP 2025 results indicating limited math proficiency among fourth and eighth graders, motivating CRPE’s convened expert panel to focus on qualified teacher access.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/access-to-qualified-mathematics-teachers-for-all-students-september-2025-583214/583214/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/access-to-qualified-mathematics-teachers-for-all-students-september-2025-583214/583214.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of the report?","Question",{"text":112,"@type":113},"The report prioritizes student access to qualified mathematics teachers, framing it as an urgent issue within broader mathematics education system needs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why did public attention shift toward a possible teacher shortage?",{"text":117,"@type":113},"COVID-19 worsened existing inequities and contributed to declines in student achievement, while news articles and research pointed to increased local vacancy and attrition rates.",{"name":119,"@type":110,"acceptedAnswer":120},"What NAEP findings are referenced and why are they important?",{"text":121,"@type":113},"The report cites NAEP January 29, 2025 results showing only 39% of fourth graders and 28% of eighth graders at or above the Proficient benchmark in mathematics, underscoring continuing concerns about student achievement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583214,1792435607,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","ACCESS TO QUALIFIED MATHEMATICS TEACHERS  \nFOR ALL STUDENTS  \nSEPTEMBER 2025  \n\n|  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- |\n|  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |\n|  |  |  | mx |  | + b |  |\n|  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |\n\ny =  \nx ≠ 0  \n√a  \nCENTER ON REINVENTING PUBLIC EDUCATION  \nACKNOWLEDGEMENTS  \nA special thank you to the authors of this brief: Alexander Kurz, Shauna Campbell, Zandra De Araujo, Christa Jackson, Karen Koellner, and Robert Q. Berry III.  \nCRPE and The Math Hub team are incredibly grateful to The Math Hub’s Advisory Panel members (listed below) . Their guidance on this brief has been invaluable.  \nDaniel Ansari, Western University  \nProfessor and Canada Research Chair in Developmental Cognitive Neuroscience and Learning in the Department of Psychology  \nZandra De Araujo, University of Florida  \nDirector of Mathematics and Research Scientist, Lastinger Center for Learning  \nTravis J. Bristol, UC Berkeley  \nAssociate Professor of teacher education and education policy in the School of Education and (by courtesy) the Department of African American Studies, faculty director of the Center for Research on Expanding Educational Opportunity  \nSylvia Celedón-Pattichis, The University of Texas at Austin  \nProfessor of bilingual/bicultural education in the Department of Curriculum and Instruction  \nYasemin Copur-Gencturk, University of Southern California  \nAssociate Professor of Education, Katzman/Ernst Chair for Educational Entrepreneurship, Technology and Innovation, Co-Director of USC STEM Center  \nChristy Hovanetz, ExcelinEd Senior Policy Fellow  \nKaren Karp, University of Lousiville Professor Emeritus  \nKaren Koellner, Arizona State University  \nProfessor, Mary Lou Fulton College for Teaching and Learning Innovation  \nSarah Lubienski, Indiana University Bloomington Executive Associate Dean, School of Education  \nACCESS TO QUALIFIED MATHEMATICS TEACHERS FOR ALL STUDENTS  2   \nCENTER ON REINVENTING PUBLIC EDUCATION  \nSarah Powell, The University of Texas at Austin Professor, Department of Special Education  \nJamaal Young, Texas A & M  \nDirector of Aggie STEM, Teaching, Learning & Culture  \nThank you to Lisa Chu for her contributions to the review of state teacher workforce data, to Caitlin Lennon for providing project management, and to Melissa Fall and Emily Prymula for editorial and communications support. This report is made possible by the Gates Foundation. The findings and conclusions contained within are those of the authors and do not necessarily reflect the positions or policies of the Foundation. Any omissions or errors are the authors’alone. More information about CRPE’s work, including other extensive research reports, data, and resources, is available [at](at www.crpe.org)[ ](at www.crpe.org)[www.crpe.org](at www.crpe.org).  \nAbout the Center on Reinventing Public Education  \nThe Center on Reinventing Public Education (CRPE) is a nonpartisan research organization at Arizona State University’s Mary Lou Fulton College for Teaching and Learning Innovation. Since 1993, we have studied innovative, evidence-based solutions to improve public education. We believe public education is a goal—to prepare every child for citizenship, economic independence, and personal fulfillment—rather than a set of institutions. From this foundation, we strive to understand and advocate for necessary changes in policy and practice to meet the needs of every student.  \nSuggested citation for this report:  \nKurz, A., Campbell, S., De Araujo, Z., Jackson, C., Koellner, K., & Berry, R. Q.(2025) . Access to Qualified Mathematics Teachers for All Students. Center on Reinventing Public Education.  \nACCESS TO QUALIFIED MATHEMATICS TEACHERS FOR ALL STUDENTS  3   \nCENTER ON REINVENTING PUBLIC EDUCATION  \n“For all students to become mathematically proficient, major changes must be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educationa","cbCaijtcnfgkPGew","https://ap.wps.com/l/cbCaijtcnfgkPGew","pdf",1599170,68,"English","# Acknowledgements\n## About the Center on Reinventing Public Education\n## Suggested Citation for this report\n## Context: concerns and inequities in mathematics education\n## Expert panel and the priority issue","[{\"question\":\"What is the central focus of the report?\",\"answer\":\"The report prioritizes student access to qualified mathematics teachers, framing it as an urgent issue within broader mathematics education system needs.\"},{\"question\":\"Why did public attention shift toward a possible teacher shortage?\",\"answer\":\"COVID-19 worsened existing inequities and contributed to declines in student achievement, while news articles and research pointed to increased local vacancy and attrition rates.\"},{\"question\":\"What NAEP findings are referenced and why are they important?\",\"answer\":\"The report cites NAEP January 29, 2025 results showing only 39% of fourth graders and 28% of eighth graders at or above the Proficient benchmark in mathematics, underscoring continuing concerns about student achievement.\"}]","Access to Qualified Mathematics Teachers for All Students - September 2025 | PDF",1792046274,171]