Illinois Launches Comprehensive Plan to Boost Math Skills

Students in Illinois are facing a persistent challenge in mathematics, with only 38.4% of them achieving proficiency according to the latest 2025 report card. This figure is notably lower than the 52.4% proficiency rate in English language arts. Recognizing this trend, the Illinois State Board of Education (ISBE) is taking decisive action by developing a comprehensive “numeracy plan” aimed at improving math skills statewide.

The issue of math competence is not unique to Illinois. According to the National Assessment of Educational Progress, known as the “nation’s report card,” only 59% of eighth graders across the United States scored at or above the basic level in math in 2024, while 66% achieved the same in reading. Furthermore, international assessments such as the 2023 Trends in International Mathematics and Science Study (TIMSS) reveal that American students lag behind their peers in countries like Singapore, Japan, and Australia.

Addressing the Math Competence Gap

To tackle this pressing issue, ISBE officials are focusing on a holistic approach with the new numeracy plan. This initiative will not only redefine how math is taught in classrooms but also how math teachers are trained and how programs are administered across school districts. Tony Sanders, the State Superintendent of Education, initiated the project, which emphasizes building procedural knowledge from conceptual understanding rather than merely memorizing math facts.

Retired math teacher and current president of the National Council of Teachers of Mathematics, Latrenda Knighten, highlights the cultural perception surrounding math in America. She notes that many individuals openly admit to being “not a math person,” which can negatively influence young learners. Knighten argues for a shift in mindset, encouraging students to question why they struggle with math instead of accepting it as a given.

Meanwhile, education professor Beth MacDonald of Illinois State University attributes the problem partly to teaching methodologies influenced by the No Child Left Behind Act of 2001. This legislation mandated standardized testing, which she believes has led to educators focusing more on curriculum pacing rather than understanding individual student needs.

From Assessment to Action

In developing the numeracy plan, ISBE has conducted a thorough needs assessment, engaging various stakeholders, including teachers, administrators, and regional education superintendents. This collaborative effort aims to identify key components necessary for a successful numeracy framework. A summit meeting held in June helped analyze survey results and form a team to draft the initial plan.

The first draft, released in October, emphasizes that numeracy encompasses more than just arithmetic. It aims to equip students with the ability to understand, interpret, and apply mathematical concepts in diverse real-world contexts. While some feedback from educators indicated that the document may be overly technical, it lays the groundwork for a significant shift in math education.

The plan also acknowledges the financial challenges many school districts face, which often lack adequate resources for effective math instruction. As the ISBE continues refining the plan, a second draft is scheduled for presentation to the state board in February, with a final version expected by June. MacDonald expresses optimism about the initiative but stresses the importance of adequate funding to support comprehensive changes.

The push for a robust numeracy plan in Illinois reflects a growing recognition of the need to elevate math education standards and outcomes, with significant implications for students’ future success in an increasingly math-centric world.