Wisconsin group pushes for math education reform to boost proficiency – The Center Square

Report on Declining Numeracy Proficiency and its Implications for Sustainable Development Goals in Wisconsin

Introduction: Aligning Educational Reform with SDG 4 (Quality Education)

A significant decline in post-pandemic mathematics proficiency scores in Wisconsin has prompted a call for comprehensive numeracy reform. The Wisconsin Institute for Law and Liberty (WILL) is advocating for state and local leaders to implement new policies, mirroring recent literacy initiatives, to address this educational challenge. This issue directly impacts the achievement of Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The decline in foundational math skills threatens the attainment of effective learning outcomes (Target 4.1) and the acquisition of skills for employment and decent jobs (Target 4.4).

Analysis of Current Educational Performance

Despite historically strong rankings, recent data indicates a concerning downward trend in Wisconsin’s mathematics performance, reflecting a nationwide issue. This regression poses a direct challenge to the objectives outlined in SDG 4, particularly Target 4.6, which calls for universal youth numeracy. Key performance indicators include:

• The average Wisconsin student is now assessed to be one-third of a grade level behind pre-pandemic benchmarks in mathematics.
• An estimated 83% of students are attending schools where math scores have not recovered to 2019 levels.
• Scores on the Program for International Student Assessment (PISA) have fallen by more than 12 points since 2018.
• Nationally, The Nation’s Report Card indicates that only 22% of 12th-grade students in the United States are proficient in mathematics, a historic low.

Proposed Numeracy Reform Framework for SDG Attainment

WILL has proposed a model policy framework designed to reverse the decline in math scores and align the state’s educational strategy with SDG 4 targets. The framework, already adopted in various forms by seven other states, focuses on systematic support and accountability. Its core components are designed to ensure no student is left behind, a principle central to the 2030 Agenda for Sustainable Development.

1. Early Knowledge Monitoring: Implement systems to closely monitor students’ early understanding of mathematical concepts to facilitate timely support, contributing to effective learning outcomes (Target 4.1).
2. Multi-Tiered Support: Establish structured intervention programs for students who struggle, ensuring equitable support and reducing educational inequalities (Target 4.1 and SDG 10).
3. Parental Notification: Mandate clear communication with parents when students fall behind, fostering a collaborative educational environment.
4. Supplemental Instruction: Provide additional, targeted instruction for students requiring it, directly addressing learning gaps.
5. Teacher Training: Invest in professional development for teachers to equip them with effective numeracy instruction techniques, supporting the supply of qualified educators (Target 4.c).

Broader Socio-Economic Impact and Connection to SDGs 8 and 10

The imperative for numeracy reform extends beyond the classroom, with significant implications for long-term economic prosperity and social equity, linking directly to SDG 8 (Decent Work and Economic Growth) and SDG 10 (Reduced Inequalities).

• SDG 8 – Decent Work and Economic Growth: Strong math proficiency is a critical determinant of future career success and workforce readiness. Addressing the current skills gap is essential for mitigating Wisconsin’s labor shortage and ensuring a competitive workforce prepared for a globalized talent market (Target 8.6).
• SDG 10 – Reduced Inequalities: By ensuring all students achieve foundational numeracy, the proposed reforms can help reduce educational disparities that often lead to long-term economic and social inequality.

Conclusion and Recommendations

The decline in math proficiency in Wisconsin is a critical issue that compromises the state’s ability to meet key Sustainable Development Goals. The implementation of a structured numeracy reform agenda, as proposed by WILL, represents a strategic imperative. Such reforms are essential not only for improving educational outcomes but also for fostering future economic growth, promoting decent work, and reducing inequalities, thereby aligning Wisconsin’s development trajectory with the global 2030 Agenda.

Analysis of the Article in Relation to Sustainable Development Goals

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article primarily addresses issues related to two Sustainable Development Goals:

• SDG 4: Quality Education: This is the most prominent SDG discussed. The entire article revolves around the decline in math proficiency among students in Wisconsin and across the U.S., and the proposed “numeracy reform” to improve educational outcomes. It discusses student performance, learning gaps, and the need for better support systems and teacher training, all of which are central to achieving quality education.
• SDG 8: Decent Work and Economic Growth: The article explicitly connects educational outcomes in mathematics to future economic opportunities and the overall health of the economy. It highlights that strong math skills are crucial for workforce readiness and career success, linking education directly to economic productivity and addressing labor shortages.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s focus, the following specific targets can be identified:

1. Under SDG 4 (Quality Education):
   • Target 4.1: “By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.” The article’s concern with declining math scores for eighth and twelfth graders and the fact that “the average student is 1/3 of a grade level behind pre-pandemic levels” directly relates to the need to ensure “effective learning outcomes” in secondary education.
   • Target 4.6: “By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.” The core theme of the article is the push for “numeracy reform.” The term “numeracy” is used explicitly, and the decline in “math proficiency” is the central problem being addressed, making this target highly relevant.
   • Target 4.c: “By 2030, substantially increase the supply of qualified teachers…” While the article doesn’t focus on the quantity of teachers, it addresses their quality. The proposed model policy includes “providing training for teachers,” which aligns with the goal of improving teacher qualifications to deliver better educational outcomes.
2. Under SDG 8 (Decent Work and Economic Growth):
   • Target 8.6: “By 2020, substantially reduce the proportion of youth not in employment, education or training.” Although the target year has passed, the principle is central to the article’s argument. The text states, “we need students who are ready to enter the workforce and function well and math is a huge part of that.” This implies that improving numeracy is essential to prevent youth from becoming unemployable and to ensure they can transition successfully from education to the workforce.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions several direct and implied indicators that can be used to measure progress:

1. For SDG 4 (Targets 4.1 and 4.6): The article provides specific data points that serve as indicators of math proficiency, which is a key component of Indicator 4.1.1 (Proportion of children and young people achieving at least a minimum proficiency level in mathematics).
   • National Assessment for Educational Progress (NAEP) scores: The article mentions Wisconsin’s ranking in “eighth grade math scores on the 2024 National Assessment for Educational Progress test.”
   • Program for International Student Assessment (PISA) scores: It notes that “PISA math scores were more than 12 points since 2018.”
   • Proficiency Rates: A clear indicator is provided: “just 22% of 12th graders in the U.S. are proficient in math.”
   • Learning Gaps: The statement that “the average student is 1/3 of a grade level behind pre-pandemic levels” serves as an indicator of learning loss and educational effectiveness.
2. For SDG 4 (Target 4.c):
   • Teacher Training: The article implies an indicator related to teacher qualifications (Indicator 4.c.1) by including “providing training for teachers” as a key component of its model policy for reform. Progress could be measured by the number of teachers receiving updated numeracy training.
3. For SDG 8 (Target 8.6):
   • Workforce Readiness: While not a formal SDG indicator, the article implies that math proficiency is a proxy indicator for workforce readiness. The concern over a “labor shortage” and the need for students who are “ready to enter the workforce” suggests that tracking math scores is seen as a way to measure the future employability of the youth population.

4. Table of SDGs, Targets, and Indicators

Source: thecentersquare.com