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Code Ann. §§ 49-1-233 – 49-1-234) outlining actions to strengthen K-8 mathematics instruction statewide. The landscape analysis examines current math practices and achievement across districts and educator preparation providers, including current proficiency levels, instructional and intervention practices, professional development patterns, and educator preparation provider survey results. It also evaluates potential outcomes of licensure-related mathematics requirements, concluding with recommendations and supporting appendices.",{"@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/tennessee-department-of-education-mathematics-supports-act-pc-551-landscape-analysis-report-executive-summary/587048/",{"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/tennessee-department-of-education-mathematics-supports-act-pc-551-landscape-analysis-report-executive-summary/587048.png","ImageObject",300,407,{"name":92,"@type":93},"Fahsai","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this report under PC 551 (the Mathematics Supports Act)?","Question",{"text":112,"@type":113},"The report fulfills legislative requirements by conducting a landscape analysis of K-8 mathematics practices and achievement across Tennessee districts and educator preparation providers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which K-8 grades and types of activities are the report focused on?",{"text":117,"@type":113},"The landscape analysis focuses on grades K-8 mathematics practices, including professional development connected to improving instruction and supporting outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What actions did the Tennessee Department of Education have to carry out under the Act?",{"text":121,"@type":113},"The department was required to complete a landscape analysis, convene a Mathematics Expert Review Panel to inform an optional no-cost PD opportunity for teachers, and identify and approve an optional math PD by summer 2025, among other deliverables.","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},587048,1792209072,{"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":34,"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},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","Tennessee Department of Education | January 2025  \nContents  \n1. Executive Summary ....................................................................................................................................... 3  \nKey Findings ......................................................................................................................................................... 4  \n2. Current Math Proficiency Levels .................................................................................................................. 5  \nNational Assessment of Educational Progress (NAEP) Results .................................................................... 5  \nTennessee State Assessment Results ............................................................................................................. 6  \nLEAs with Varying Proficiency Levels.............................................................................................................. 10  \n3. Instruction and Intervention Practices...................................................................................................... 10  \nState-Level Information.................................................................................................................................... 11  \nPractices from LEAs with Varying Achievement Levels................................................................................ 17  \n4. Professional Development Practices......................................................................................................... 20  \nState-Level Professional Development Practices ......................................................................................... 20  \nLEA-Level Professional Development and Pedagogical Practices.............................................................. 23  \nEducator Perspective ........................................................................................................................................ 29  \nRecommendations of the Mathematics Expert Review Panel.................................................................... 29  \n5. Educator Preparation Provider (EPP) Practices........................................................................................ 31  \nEPP Survey Results ............................................................................................................................................ 31  \n6. Analyzing the Potential Outcomes of Math-Related Requirements for Educator Licensure ............ 37  \nPotential Benefits .............................................................................................................................................. 38  \nPotential Unintended Consequences ............................................................................................................ 38  \n7. Conclusion..................................................................................................................................................... 39  \nAppendix A ......................................................................................................................................................... 40  \nAppendix B ......................................................................................................................................................... 46  \nAppendix C ......................................................................................................................................................... 54  \nAppendix D......................................................................................................................................................... 59  \nIn the 2024 legislative session, the Tennessee General Assembly passed Chapter 551 of the Public Acts of 2024 (PC 551), the Mathematics Supports Act (the Act), codified at Tenn. Code Ann. §§ 49-1-233 – 49-1-234. The Act indicates the General Assembly’s commitment to strong mathematics in","cbCainQdR8N1o3Rt","https://ap.wps.com/l/cbCainQdR8N1o3Rt","pdf",1456211,61,"English","# Executive Summary\n## Key Findings\n# Current Math Proficiency Levels\n## National Assessment of Educational Progress (NAEP) Results\n## Tennessee State Assessment Results\n## LEAs with Varying Proficiency Levels\n# Instruction and Intervention Practices\n## State-Level Information\n## Practices from LEAs with Varying Achievement Levels\n# Professional Development Practices\n## State-Level Professional Development Practices\n## LEA-Level Professional Development and Pedagogical Practices\n## Educator Perspective\n## Recommendations of the Mathematics Expert Review Panel\n# Educator Preparation Provider (EPP) Practices\n## EPP Survey Results\n# Analyzing the Potential Outcomes of Math-Related Requirements for Educator Licensure\n## Potential Benefits\n## Potential Unintended Consequences\n# Conclusion\n# Appendix A\n# Appendix B\n# Appendix C\n# Appendix D","[{\"question\":\"What is the purpose of this report under PC 551 (the Mathematics Supports Act)?\",\"answer\":\"The report fulfills legislative requirements by conducting a landscape analysis of K-8 mathematics practices and achievement across Tennessee districts and educator preparation providers.\"},{\"question\":\"Which K-8 grades and types of activities are the report focused on?\",\"answer\":\"The landscape analysis focuses on grades K-8 mathematics practices, including professional development connected to improving instruction and supporting outcomes.\"},{\"question\":\"What actions did the Tennessee Department of Education have to carry out under the Act?\",\"answer\":\"The department was required to complete a landscape analysis, convene a Mathematics Expert Review Panel to inform an optional no-cost PD opportunity for teachers, and identify and approve an optional math PD by summer 2025, among other deliverables.\"}]","Tennessee Department of Education Mathematics Supports Act (PC 551) - Landscape Analysis Report - Executive Summary | PDF",1792060550,154]