[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585238-105":59,"doc-detail-585238-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","new-york-state-math-standards-keep-changing-while-students-stagnate","New York State Math Standards Keep Changing While Students Stagnate","","A March 2026 issue brief by the Manhattan Institute argues that repeated revisions to New York State math standards have not translated into measurable gains in student mathematics. It traces how weak foundational math limits access to advanced coursework, key academic milestones, and later economic opportunity. Using NAEP results and state assessment trends, it highlights stagnating outcomes since pre-pandemic levels and persistent gaps by race, income, and disability.",{"@graph":69,"@context":126},[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/new-york-state-math-standards-keep-changing-while-students-stagnate/585238/",{"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/new-york-state-math-standards-keep-changing-while-students-stagnate/585238.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the brief say math foundations matter for long-term student success?","Question",{"text":112,"@type":113},"It links mathematics proficiency to students’ ability to access advanced coursework, complete key milestones, and pursue postsecondary pathways. It also notes that early math achievement predicts later academic success and economic opportunity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do NAEP results show about New York students’ math proficiency?",{"text":117,"@type":113},"NAEP indicates below-national-average outcomes. Fourth-grade proficiency reached 37% in 2024, while grade 8 proficiency fell to 26% in 2024 and has declined since 2019.",{"name":119,"@type":110,"acceptedAnswer":120},"What disparities does the brief identify across student groups?",{"text":121,"@type":113},"It reports large gaps by race, income, and disability. For example, in 2024–25 fewer than half of Black (49%) and Hispanic (46%) fourth-graders met proficiency, and students with disabilities remained at the lowest outcomes (fewer than 30% in 2024–25).",{"name":123,"@type":110,"acceptedAnswer":124},"Why are New York’s state assessment proficiency thresholds hard to compare over time?",{"text":125,"@type":113},"The state has changed test design, scoring scales, and performance standards across assessment cycles, including the minimum proficiency scale score. This limits direct comparability across years.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},585238,1792189428,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Issue Brief  \nAbout Us  \nThe Manhattan Institute is a community of scholars, journalists, activists, and civic leaders committed to advancing economic opportunity, individual liberty, and the rule of law in America and its great cities.  \nMarch 2026  \nNew York State Math Standards Keep Changing While Students Stagnate  \nJennifer Weber  \nFellow  \nManhattan Institute  \nIntroduction  \nIn 1983, a report by the National Commission on Excellence in Education,“A Nation at Risk,”warned that students were leaving school without the academic foundations needed for longterm success.1 At the time, the concern was largely prospective. More than four decades later, its predictions have been realized, with many students finishing their schooling without ever developing the competence in math that is critical for long-term achievement. The consequences of this failure fall most heavily on students who can least afford to fall behind.  \nMathematics proficiency shapes students’ ability to access advanced coursework, complete key academic milestones, and pursue postsecondary pathways. Research has shown that early math achievement is one of the strongest predictors of later academic success, high school completion, and economic opportunity.2 When students fall behind in foundational math, every new concept becomes harder to learn. Students who fall behind in foundational math are less likely to succeed in advanced coursework, and gaps that emerge in elementary school tend to widen rather than close as academic demands increase.3  \nStudents in the U.S. have long performed worse than their international peers in mathematics, particularly in foundational domains.4 Some states, including New York, have responded by revising academic standards. But despite three rounds of standards revisions in two decades, student achievement has largely remained stagnant. Disparities by race, income, and disability have continued. The problem is that the standards describe what students should learn; they do not determine whether students learn it.  \n New York State Math Standards Keep Changing While Students Stagnate  \nRecent Math Outcomes in New York State  \nNew York State’s math outcomes, as measured by the National Assessment of Educational Progress (NAEP), are below the national averages. In 2024, 37% of fourth-grade students in the state reached proficiency in math, putting the state 38th nationally (Table 1). Although it rose slightly from 2022 to 2024, fourth-grade NAEP proficiency is still comparable with pre-pandemic levels.  \nTable 1  \n\n| Grade 4 NAEP Math Results |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| Year | National NAEP Scale Score | New York State NAEP\u003Cbr>Scale Score | National\u003Cbr>Ranking | Percentage\u003Cbr>Proficient in Math |\n| 2017 | 239 | 236 | 40 | 35% |\n| 2019 | 240 | 237 | 34 | 37% |\n| 2022 | 236 | 227 | 46 | 28% |\n| 2024 | 237 | 234 | 38 | 37% |\n\nGrade 8 math results, by contrast, have been declining since 2019, with average NAEP scale scores falling from 280 to 271. In 2024, 26% of students in New York reached proficiency in math, a decrease from 34% in 2017 and 2019 (Table 2) .  \nTable 2  \n\n| Grade 8 NAEP Math Results |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| Year | National NAEP Scale Score | New York State NAEP Scale Score | National\u003Cbr>Ranking | Percentage\u003Cbr>Proficient in Math |\n| 2017 | 283 | 282 | 21 | 34% |\n| 2019 | 282 | 280 | 27 | 34% |\n| 2022 | 274 | 274 | 22 | 28% |\n| 2024 | 274 | 271 | 27 | 26% |\n\nNew York’s own state assessment test is also a useful source of data on student performance, but changes to the test over time have limited its utility. Over the past decade, the state has changed the design, scoring scales, and performance standards of its math assessments, and the minimum scale score required for proficiency has varied across assessment cycles. As a result, state-reported proficiency thresholds are not directly comparable across years.  \nRecent state assessment data highlight the disparities in math achie","cbCailAPx2NmhhrU","https://ap.wps.com/l/cbCailAPx2NmhhrU","pdf",1413164,28,"English","# Introduction\n## Recent Math Outcomes in New York State\n## Recent State Assessment Trends","[{\"question\":\"Why does the brief say math foundations matter for long-term student success?\",\"answer\":\"It links mathematics proficiency to students’ ability to access advanced coursework, complete key milestones, and pursue postsecondary pathways. It also notes that early math achievement predicts later academic success and economic opportunity.\"},{\"question\":\"What do NAEP results show about New York students’ math proficiency?\",\"answer\":\"NAEP indicates below-national-average outcomes. Fourth-grade proficiency reached 37% in 2024, while grade 8 proficiency fell to 26% in 2024 and has declined since 2019.\"},{\"question\":\"What disparities does the brief identify across student groups?\",\"answer\":\"It reports large gaps by race, income, and disability. For example, in 2024–25 fewer than half of Black (49%) and Hispanic (46%) fourth-graders met proficiency, and students with disabilities remained at the lowest outcomes (fewer than 30% in 2024–25).\"},{\"question\":\"Why are New York’s state assessment proficiency thresholds hard to compare over time?\",\"answer\":\"The state has changed test design, scoring scales, and performance standards across assessment cycles, including the minimum proficiency scale score. This limits direct comparability across years.\"}]","New York State Math Standards Keep Changing While Students Stagnate | PDF",1792054135,71]