It’s no mystery that we have a crisis in K–8 math instruction in this country. NAEP scores, NCES scores, employer concerns about skills and knowledge gaps, and dwindling U.S. competitiveness point to an underlying problem: our youngest students are unable to adequately grasp and apply mathematical concepts. This disconnect between instruction and student understanding poses a major policy challenge and seems overwhelming to address. Yet, like mathematical problems, we can break down complex policy issues, and the first step is an asset-based numeracy screener.
How universal numeracy screeners are unique
Unlike high-stakes end-of-year assessments, which come back after the school year ends—too late to adjust instruction—a universal numeracy screener is a short assessment typically administered three times throughout the year. And, while through-year assessments also evaluate students more frequently, these assessments measure a student’s grasp of recent course content, such as material covered over the previous week or month. In contrast, a numeracy screener pinpoints foundational math skills to flag specific areas of struggle, enabling teachers to make timely, targeted instructional adjustments throughout the school year while keeping parents informed of their student’s progress well before year-end high-stakes testing.
Why asset-based numeracy screeners go further
An asset-based numeracy screener goes one step further, enhancing and elevating teachers’ ability to adapt instruction because it doesn’t just flag struggling students; it helps pinpoint why they are struggling. This approach saves time and money by leveraging students’ responses to key grade-level problems, offering a more efficient, effective, and transparent assessment.
- It’s more efficient because teachers gain more knowledge about a student’s math skills with fewer questions, requiring much less time to administer than a typical numeracy screener. (Typically 30-40 minutes versus up to 60 minutes)
- It’s more effective because teachers understand both what students know and do not know so they don’t have to reteach already mastered skills, and interventions can be more targeted.
- It’s more transparent because it shows teachers how students tried to solve individual problems and, therefore, what they were thinking, rather than labeling them merely right or wrong.
Evolving our approach
After several years of declining math scores, a Massachusetts school district recently launched a new approach: using an asset-based numeracy screener three times a year. This tool is helping teachers pinpoint exact student needs, create precise instructional groups based on those needs, and completely transforming administrative data meetings. The result? Early signs of promising student growth, empowered kids who look forward to showing off what they’ve learned, and parents who feel genuinely welcomed into their child’s learning journey.
Evolving our approach to numeracy screening from deficit-focused to asset-based assessment represents a manageable, targeted intervention that can begin to address the broader math crisis in American education. Rather than attempting to overhaul the entire system at once, implementing asset-based screeners that reveal student thinking may offer a concrete first step toward more effective instruction and improved outcomes. When we shift from asking “What did the student get wrong?” to “What does the student understand, and how can we build from there?” we create a foundation for meaningful change that benefits teachers, students, and the educational system as a whole.
This article was first published in EdNote, an education policy blog by Education Commission of the States.
