Defining High-Quality Instructional Materials for Math - A School Board Priority

Oct 15, 2026

Uploaded by James

The report defines high-quality instructional materials for math (HQIM) as a strategic priority for school leaders and school boards, aiming to close achievement gaps and strengthen long-term student outcomes. It explains why math matters for graduation, college enrollment, career readiness, and earnings, then addresses how states and districts struggle to align on HQIM definitions. Through a policy framework, HQIM evaluation tools, and guiding questions, it includes case examples to show how HQIM supports improved math performance in urban schools.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages38

Reading Time1 h 36 min

AccessFree to download

Introduction

Math Skills Matter — On the Job and in Life

U.S. Falling Behind in Global Math Performance

Instructional Quality: A Strategic Priority for School Leaders

Focus of This Report: Defining High-Quality Instructional Materials for Math

HQIM Definitions: What Does High-Quality Really Mean?

How States Define HQIM

HQIM Definitions Should Reflect Cognitive Science Behind Learning Gaps

Why Math: HQIM and Closing Achievement Gaps in Urban Schools

The Role of School Boards in Defining High-Quality Math Instructional Materials

Conclusion

References

Defining High-Quality Instructional Materials for Math: A School Board Priority Table of Contents Introduction ................................................................................................................................................................. 4 Math Skills Matter — On the Job and in Life ............................................................................................................... 4 U.S. Falling Behind in Global Math Performance ............................................................................................................ 4 Instructional Quality: A Strategic Priority for School Leaders ....................................................................................... 5 Focus of This Report: Defining High-Quality Instructional Materials for Math .......................................................... 6 HQIM Definitions: What Does High-Quality Really Mean? .................................................................................... 8 How States Define HQIM ................................................................................................................................................ 8 HQIM Definitions Should Reflect Cognitive Science Behind Learning Gaps .............................................................. 9 Why Math: HQIM and Closing Achievement Gaps in Urban Schools .................................................................... 12 Policy/Practice Box 1: How Miami-Dade County Public Schools Improved Math Achievement ............................. 15 The Challenge: Why School Leaders Struggle to Define and Align with HQIM .................................................... 16 A Lack of Shared Understanding of HQIM Among School Leaders .......................................................................... 17 A Need for Expanding State Commitment and Guidance ............................................................................................ 17 Policy/Practice Box 2: How States Prioritize HQIM to Improve Student Math Performance ............................... 22 © 2025 National School Boards Association, All Rights Reserved Table of Contents The Role of School Boards in Defining High-Quality Math Instructional Materials ............................................... 23 Texas: Leveraging Research to Support School Boards in Vetting HQIM .................................................................... 23 New York City: Education Leaders Strive to Foster a Love for Math Through HQIM ....................................................... 24 A Policy Framework for Vetting HQIM ......................................................................................................................... 25 HQIM Evaluation Tools .................................................................................................................................................... 26 Questions for School Boards to Support HQIM ....................................................................................................... 27 Policy/Practice Box 3: How Los Angeles Unified School District Improves Math Instruction ..................................... 28 Resources for School Boards to Consider Defining HQIM ....................................................................................... 29 Conclusion ................................................................................................................................................................ 35 References ................................................................................................................................................................. 36 © 2025 National School Boards Association, All Rights Reserved Introduction Math achievement is one of the strongest predictors of long-term student success—influencing graduation rates, college enrollment, career read

FAQs

Why does the report emphasize defining HQIM for math education?

A clear HQIM definition helps districts and states adopt rigorous, well-designed instructional resources. It supports efforts to close learning gaps and raise math achievement for all students.

What problem does the report highlight about U.S. math performance?

The report cites international comparisons showing U.S. students trail global peers in math proficiency. It links this gap to the need for stronger instructional materials.

How does the report propose school boards assess HQIM?

It provides a policy framework with HQIM evaluation tools and questions for school boards to guide vetting. It also includes examples of how districts improved math outcomes using prioritized HQIM.

Oct 15, 2026

Uploaded by James