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.................................................................................... 8  \nHow States Define HQIM ................................................................................................................................................ 8  \nHQIM Definitions Should Reflect Cognitive Science Behind Learning Gaps .............................................................. 9  \nWhy Math: HQIM and Closing Achievement Gaps in Urban Schools .................................................................... 12  \nPolicy/Practice Box 1: How Miami-Dade County Public Schools Improved Math Achievement ............................. 15  \nThe Challenge: Why School Leaders Struggle to Define and Align with HQIM .................................................... 16  \nA Lack of Shared Understanding of HQIM Among School Leaders .......................................................................... 17  \nA Need for Expanding State Commitment and Guidance ............................................................................................ 17  \nPolicy/Practice Box 2: How States Prioritize HQIM to Improve Student Math Performance ............................... 22  \n© 2025 National School Boards Association, All Rights Reserved  \nTable of Contents  \nThe Role of School Boards in Defining High-Quality Math Instructional Materials ............................................... 23  \nTexas: Leveraging Research to Support School Boards in Vetting HQIM .................................................................... 23  \nNew York City: Education Leaders Strive to Foster a Love for Math Through HQIM ....................................................... 24  \nA Policy Framework for Vetting HQIM ......................................................................................................................... 25  \nHQIM Evaluation Tools .................................................................................................................................................... 26  \nQuestions for School Boards to Support HQIM ....................................................................................................... 27  \nPolicy/Practice Box 3: How Los Angeles Unified School District Improves Math Instruction ..................................... 28  \nResources for School Boards to Consider Defining HQIM ....................................................................................... 29  \nConclusion ................................................................................................................................................................ 35  \nReferences ................................................................................................................................................................. 36  \n© 2025 National School Boards Association, All Rights Reserved  \nIntroduction  \nMath achievement is one of the strongest predictors of long-term student success—influencing graduation rates, college enrollment, career read","cbCaioeZ63zz76e6","https://ap.wps.com/l/cbCaioeZ63zz76e6","pdf",5617451,38,"English","# Introduction\n# Math Skills Matter — On the Job and in Life\n# U.S. Falling Behind in Global Math Performance\n# Instructional Quality: A Strategic Priority for School Leaders\n# Focus of This Report: Defining High-Quality Instructional Materials for Math\n# HQIM Definitions: What Does High-Quality Really Mean?\n## How States Define HQIM\n## HQIM Definitions Should Reflect Cognitive Science Behind Learning Gaps\n# Why Math: HQIM and Closing Achievement Gaps in Urban Schools\n# The Role of School Boards in Defining High-Quality Math Instructional Materials\n# Conclusion\n# References","[{\"question\":\"Why does the report emphasize defining HQIM for math education?\",\"answer\":\"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.\"},{\"question\":\"What problem does the report highlight about U.S. math performance?\",\"answer\":\"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.\"},{\"question\":\"How does the report propose school boards assess HQIM?\",\"answer\":\"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.\"}]","Defining High-Quality Instructional Materials for Math - A School Board Priority | PDF",1792046092,96]