State of the Student 2025
Conclusion
The United States has a serious math problem.
Students are not learning math at adequate levels for a thriving and competitive economy. Advanced math learning opportunities, high expectations, and adequate help are not available to large swaths of the student population that could, with the proper support, excel in math. As a result, America is squandering talent and losing out to other countries. This is a problem that will only get worse as AI and other emerging technologies influence the jobs of the future.
Our students need a firm command of computational fluency, mathematical reasoning, and real-world problem-solving to compete in the workforce and shape the future of technology, climate policy, public health, and civic life.
Foundational computational math and science skills, as well as higher-order math comprehension and reasoning, will increasingly be required to solve looming complex questions such as climate change, AI technologies, and public health challenges. The math that students learn today is the infrastructure for tomorrow’s economy—and their own economic mobility.
State, local, and federal leaders all have a critical role to play in reversing the last decade’s declines in math. The problem is solvable. The evidence is in place to make significant progress. New technologies exist to help overcome barriers in uptake and scale. States must commit not just to vague improvement goals, but to clear targets like eighth-grade Algebra I readiness and to transparent reporting on whether students are on track.
Yes, quality math teachers are in short supply, but policymakers can leverage existing talent in new ways and create effective new pipelines. Innovation—like AI-powered tutoring, mastery-based learning systems, and real-time diagnostics—can help, but must be rigorously tested and thoughtfully deployed.
Let 2025 be the year every state commits to eighth-grade Algebra I and evidence-based instruction in every classroom. Let it also be the year we rebuild student confidence in math and tell families the truth about where their students stand and what it will take to get them ready for the future. The math is clear. It’s now up to state leaders, policymakers, and educators to show their work.
Aknowledgements
A team of researchers, writers, editors, project managers, and designers contributed to this report. Robin Lake, Chelsea Waite, and contributor Travis Pillow led the writing process. Dan Silver and Morgan Polikoff at the University of Southern California contributed research and writing. Alexander Kurz and Ashley Jochim contributed data and expertise on the math wars and special education. Heather Casimere and Shauna Campbell contributed to literature review and fact checking. Janette Avelar investigated bright spots and led data visualization along with Nadja Michel-Herf, who served as project manager. Adam Kernan-Schloss supported writing, and Sarah Carr, Melissa Fall, and Alan Bradshaw provided excellent edits and suggestions. Emily Prymula led publication planning and coordinated art direction with the team at Six Half Dozen, who designed the report, webpage, and related graphics. Abby Jacobs steered impact planning, in partnership with Lisa Cohen on media relations.
We are grateful to our philanthropic partners for supporting the research that informed this report: Gates Foundation, Carnegie Corporation of New York, Oak Foundation, and Walton Family Foundation. Any omissions or errors are the authors’ own. More information about CRPE’s work, including other extensive research reports, data, and resources on K-12 public education, is available at crpe.org.
