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In response to persistent concerns about math performance in the United States, the brief examines the landscape of educator access and outlines three necessary but not sufficient conditions: adequate teacher availability, demonstrated instructional expertise, and access to high-quality standards-aligned instructional materials, supported by strategies and challenges affecting workforce capacity and curriculum coherence.",{"@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-2025/583213/",{"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-2025/583213.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central question driving this issue brief?","Question",{"text":112,"@type":113},"Whether all students have access to qualified math teachers who can deliver effective math instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the three necessary but not sufficient conditions for access to qualified math teachers?",{"text":117,"@type":113},"Teacher availability to fill open positions, instructional expertise and responsive practices, and access to high-quality standards-aligned instructional materials.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is having enough qualified teachers particularly important for student outcomes?",{"text":121,"@type":113},"Learning in math cannot improve if positions remain vacant or are filled by individuals without appropriate certification or content knowledge.","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},583213,1792252600,{"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":19,"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 MATH TEACHERS FOR ALL STUDENTS  \nSEPTEMBER 2025  \nAccess to qualified math teachers for all students is a foundational element of student achievement and instructional opportunity. As concerns about students’math performance persist, it is increasingly important to understand the current landscape of access to qualified math educators. This issue brief outlines three necessary but not sufficient conditions for ensuring such access: teacher availability, instructional expertise, and the use of high-quality instructional materials. These conditions serve as the lens through which we examine current challenges and available strategies to strengthen the math teacher workforce, deepen instructional capacity, and ensure the availability of coherent, standardsaligned math curricula.  \nCONTEXT AND BACKGROUND  \nConcerns about the quality of math education in the United States are longstanding. For decades, researchers have been advocating for improvements in curricular content, teacher preparation, instructional practices, materials, assessments, and policy. As the COVID-19 pandemic exacerbated existing disparities and contributed to declines in student achievement, news reports highlighted a potential national teacher shortage, citing increased local vacancy and attrition rates.1 Public concern over staffing intensified at the start of the 2022–23 school year, reigniting efforts to strengthen and sustain the national teacher workforce.2 The release of the 2024 National Assessment of Educational  Progress (NAEP) results only reinforced these concerns. While math performance improved modestly after a return to in-person learning, the latest results indicated that average scores in Grades 4 and 8 remained below pre-pandemic levels: Only 39% of fourth graders and 28% of eighth graders scored at or above the NAEP“Proficient” levels.  \n1. ERS, 2025; Loerhke, 2024.  \n2. Will, 2024.  \nACCESS TO QUALIFIED MATHEMATICS TEACHERS FOR ALL STUDENTS  \n1  \nCENTER ON REINVENTING PUBLIC EDUCATION  \nFRAMING THE ACCESS QUESTION  \nIn response to these concerns, we convened a panel of experts to identify the most pressing priorities in math education. The panel converged on a deceptively simple but critically important question: Do all students have access to qualified math teachers who can deliver effective math instruction? With input from several math researchers, we identified three essential—but not sufficient—conditions that must be met to provide such access. Following this framework, we then reviewed what is currently known about each condition, highlighting challenges and examples of strategies used to address them. This issue brief summarizes key findings and considerations drawn from the detailed technical report, available under “Resources,” along with several supplementary data dashboards.  \nTHREE ACCESS CONDITIONS  \nA detailed exploration of the access question reveals complex considerations around how experts define a “qualified” math teacher, what constitutes“effective” instruction, and whether, when we say “all students,” we are including students across the achievement spectrum, those with disabilities, and learners from diverse socioeconomic, linguistic, and cultural backgrounds. Rather than attempt a comprehensive review of decades of research, this issue brief offers a focused assessment of the necessary but not sufficient conditions that must be in place for all students to have access to qualified math teachers.  \n• Condition 1: There are enough qualified math teachers to fill open positions.  \nStudent learning in math cannot be expected to improve if too many teaching positions remain vacant or are filled by individuals without appropriate certification or content knowledge. Adequate staffing is the first step in ensuring that students have consistent access to formal math instruction delivered by professionals trained in the subject.  \n• Condition 2: Math teachers demonstrate the knowledge, skills, and practices ","cbCaioLYuiyjgxal","https://ap.wps.com/l/cbCaioLYuiyjgxal","pdf",478552,18,"English","# Framing the Access Question\n## Three Access Conditions\n# Context and Background\n## Challenges\n# Condition 1: There Are Enough Qualified Math Teachers to Fill Open Positions","[{\"question\":\"What is the central question driving this issue brief?\",\"answer\":\"Whether all students have access to qualified math teachers who can deliver effective math instruction.\"},{\"question\":\"What are the three necessary but not sufficient conditions for access to qualified math teachers?\",\"answer\":\"Teacher availability to fill open positions, instructional expertise and responsive practices, and access to high-quality standards-aligned instructional materials.\"},{\"question\":\"Why is having enough qualified teachers particularly important for student outcomes?\",\"answer\":\"Learning in math cannot improve if positions remain vacant or are filled by individuals without appropriate certification or content knowledge.\"}]","Access to Qualified Mathematics Teachers for All Students - September 2025 | PDF",1792046271,45]