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 district’s multi‑year target to reach higher proficiency by 2027. He said the cohort of students who were 3rd graders last year posted 39.9% proficiency on state measures and that the district’s short‑term goal had been lower than that cohort’s result. Those figures were presented by Walters as the district’s current status during the meeting. - CDT interim results (first and second administrations) were used to show in‑year movement: Walters said 6.5% of current 3rd graders were at or above grade level in the first CDT administration and that rose to 12.4% in the second administration; the district’s estimate of students likely to reach PSSA proficiency at those times rose from about 2% to about 5.6%. - Walters presented subgroup changes between administrations: white students improved from 15.5% to 27.9% at or above grade level (a 12.4 percentage‑point increase); English learners rose from 1.2% to 7.7% (6.5 points); economically disadvantaged students rose from 1.5% to 5.4% (3.9 points); African American students rose from 1.6% to 4.2% (2.6 points); students with disabilities rose from 2.2% to 4.3% (2.1 points).

Implementation and staffing context - Walters identified implementation challenges tied to the district’s recent curricular adoption: the K–8 curriculum moved from Go Math to Illustrative Mathematics this year after the board’s adoption process. Walters cited EdReports (a nonprofit curriculum reviewer) findings that gave Illustrative Mathematics stronger ratings for focus, coherence and rigor than Go Math. - Walters described professional learning participation variability: initial all‑day professional learning in August had high participation (about 93%), but attendance dropped to roughly 55% by a November session; half‑day sessions during the school day saw better attendance. Walters also said 48% of 3rd‑grade teachers are in self‑contained classrooms, 21% teach more than one grade level, and 29% are new to their current grade or content assignment — factors he linked to capacity and implementation challenges.

District strategies and next steps Walters outlined three main strategies the district will deploy: 1) build positive math identity through universal classroom norms, targeted mini‑lessons and student surveys; 2) strengthen tier‑1 instruction through curriculum‑based professional learning, unit unpacking, train‑the‑trainer sessions, and deployment of math coaches; and 3) implement math language routines (originating from supports for English learners) and family outreach using the “three‑reads” routine to help parents support word‑problem comprehension. Walters said the district will “plan, do, check, act” in a continuous improvement cycle and push principals to free teachers to attend unit unpacking sessions and half‑day professional learning.

Board member remarks and concerns Board members welcomed the focus and raised questions about causes and remedies. Board member Miss Wilson said she was “pleased to see the progress,” praising the parent component of the plan. Doctor Reed (board member) urged shifting language to hold district practices — not students — accountable: “I would really like for us to start to use the language, that our practices are prohibiting our African American student success.” Ms. Silk (board member) asked to what extent math outcomes reflect literacy and comprehension; Walters agreed there is a literacy component to the current, problem‑based math assessments.

What the district will watch next Walters said the district will continue CDT administrations, expand and target professional learning and coaching, and bring a formal evaluation of the goal‑monitoring cycle back to the board when completed. He asked the board to support scheduling and structural changes that create time for teacher professional learning.

Ending: The meeting moved to board questions and discussion after Walters’ presentation; the committee will receive the district’s goal evaluation and continue public monitoring as the district implements the outlined strategies.