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Math bill would require early screening, interventions and automatic placement into advanced courses for above‑proficient students
Summary
Representative Teska's House Bill 1634 would require K–2 math screening, targeted multi‑tier supports K–8 for at‑risk students, align teacher‑preparation programs with evidence‑based math instruction, and automatically enroll students who score above proficient into higher‑level middle‑school math courses unless parents opt out.
House Bill 1634, presented by Representative Teska (Rep. Teska introduced the measure in the Senate hearing), would expand state efforts to improve K–12 mathematics outcomes. The bill proposes three main pillars: statewide early screening for K–2 students to identify those at risk in numeracy; required targeted multi‑tiered supports (MTSS) for K–8 students who are below grade level in math; and automatic placement for middle‑school students who score above proficient on the state math assessment into higher‑level coursework unless the parent opts out.
Secretary of Education Jennifer Jenner testified in support of the bill’s goals and highlighted that roughly 90% of students already take an approved screener; the bill would close gaps so that all students are triaged for intervention earlier. Secretary Jenner said the state will review educator‑preparation programs’ alignment with evidence‑based math strategies and provide transparency about which teacher‑prep programs prepare graduates well for math instruction, similar to recent work on reading preparation.
Representative Teska described “three pillars of numeracy” (conceptual understanding, procedural fluency, and real‑world problem solving) and said the measure would require teacher preparation programs to align coursework with evidence‑based strategies in those areas. Teska also said middle schools should automatically enroll qualifying students into more advanced math courses to ensure capable students receive appropriately rigorous instruction.
Stakeholders including Project Lead The Way, Accelerate in Action, Purdue University, and the Indiana Association of School Principals testified in support, emphasizing real‑world problem solving, teacher‑prep alignment, and the long‑term workforce benefits of stronger math pathways. Secretary Jenner said the department will provide data on where advanced math courses are offered and monitor capacity and educator supply as the bill advances.
Committee members asked about teacher supply and whether schools have the capacity to expand advanced math opportunities. Secretary Jenner noted other legislative proposals and budget items addressing teacher supply and STEM teacher pay; she and witnesses said the bill dovetails with those workforce efforts.
The committee heard public testimony; no final vote was taken during the hearing.
