Pittsburgh Public Schools reports mixed 3rd-grade math results and outlines curriculum, coaching and family strategies

Superintendent Wayne Walters told the Pittsburgh Public Schools Board of Education’s Education Committee that the district is tracking progress on its 3rd-grade mathematics goal and will use a continuous improvement cycle to address uneven results and persistent subgroup gaps.

Walters said the district uses two primary measures — Pennsylvania’s PSSA (and the small number of students who take the PASA) and an in‑year Classroom Diagnostic Tool (CDT) given three times annually — to monitor students’ progress and guide instructional adjustments. “Positive math identity refers to a student's belief in their ability to learn and do math as well as their sense of belonging and value within the math community or classroom,” Walters said, explaining a central focus of the district’s approach.

Why it matters: Walters said district proficiency in 3rd‑grade math lags English language arts and that gaps are largest between white students and African American students; English learners, students with IEPs and economically disadvantaged students also trail. He tied the gap to both curriculum and implementation factors and described a district target and multi‑year goal the board previously adopted.

Key data and district analysis - Walters reported that the district’s baseline was 21.2% proficient in the 2020–21 school year and reiterated the…