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Board reviews K–8 Math landscape and Algebra II alternatives; department to offer free summer PD under Math Supports Act
Summary
The State Board heard two linked reports: a K–8 landscape analysis required by the Math Supports Act and an evaluation of alternatives to an Algebra II graduation requirement. The Department of Education will offer optional, free K–8 math professional development starting this summer; the Algebra II review will inform future policy choices.
The Tennessee State Board of Education on Feb. 21 received a landscape analysis of K–8 mathematics instruction and an evaluation of potential alternatives to an Algebra II graduation requirement.
Amy Owen, senior policy director for the Tennessee Department of Education, presented the Math Supports Act landscape analysis (Public Chapter 551 of 2024). The department spent six months collecting quantitative and qualitative data on K–8 math achievement, instruction, intervention, and teacher preparation. Owen said the department will offer a free, optional K–8 mathematics professional development program for teachers starting this summer and that the department surveyed districts and educator preparation providers to inform the training design. Owen told board members that best practice is to align any math screener with the district’s adopted curriculum, and the department does not require a single statewide math screener; districts may select a screener aligned with their adopted curricular materials.
Board members asked about practical classroom differentiation and how screeners can inform instruction. Owen and department staff discussed response to intervention approaches and aligning interventions to the grade‑level sequence of content. Members noted the importance of linking K–8 supports to high‑school course requirements.
The board also received an update on the Algebra II evaluation (pursuant to Public Chapter 583 of 2024). Michael Duroline, deputy executive director of policy and research with the State Board, summarized that the contracted review examined alternatives to an Algebra II graduation requirement and how alternative mathematics pathways can maintain rigor and align to postsecondary and workforce needs. The contracted analyst, Dr. Allen Coverstone, engaged with stakeholders from the Department of Education and the Tennessee Higher Education Commission and submitted findings to the General Assembly on Jan. 31, 2025. Board members stressed the need for data on the impact of current Algebra II standards and for continued stakeholder engagement as the board considers possible policy options.
No final action was required of the board on these reports at the Feb. 21 meeting. Board members and staff said they expect follow‑up analysis and that the department’s summer professional development will be shaped by the math expert review panel’s recommendations included in the landscape report.
Provenance evidence (transcript excerpts): "I'm Amy Owen, senior policy director for the Department of Education... This report item was required by the, public acts of 2024, also known as the mathematics supports act... the department will provide a free optional professional development for k 8 teachers in math starting this summer." (transcript)
"Michael Duroline... This report... evaluates potential alternatives to the algebra 2 requirement for high school graduation in Tennessee... This report was submitted to the Tennessee General Assembly on the statutory deadline, 01/31/2025." (transcript)
Ending: The board accepted the reports for discussion and requested continued data collection and coordination between K–8 supports and high‑school policy work; some members emphasized the need for further data on Algebra II outcomes before any change to graduation requirements.
