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Pittsburgh Public Schools outlines multi‑pronged plan after winter gains in third‑grade math
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Summary
District leaders reported a 6.6 percentage‑point gain from fall to winter on a classroom diagnostic measure, highlighted large school‑level improvements and announced three strategies—coaching, family partnerships and assessment changes—to reach a 36.4% proficiency target for 2025–26.
PITTSBURGH — Pittsburgh Public Schools leaders told the district’s education committee on Jan. 13 that third‑grade math proficiency has improved since fall but continues to show persistent disparities, and outlined a three‑part strategy to drive further gains.
Superintendent Wayne Walters said the district’s third‑grade proficiency rose to 40.7% at the end of the 2024–25 school year from a 2020–21 baseline of 21.2%, and reported a 6.6 percentage‑point increase in students likely to be proficient or advanced from the first to the second administration of the Classroom Diagnostic Tool (CDT) this year. "Improving third grade math proficiency is central to our commitment to equity, excellence, and opportunity for every student in the Pittsburgh Public Schools," Walters said.
The district set a 2025–26 goal of 36.4% of third graders scoring proficient or advanced, a step toward a board target of 39.4% by 2027. Walters framed progress against national context, citing the 2024 NAEP fourth‑grade results — 39% proficient nationally and 41% in Pennsylvania — as a reference point.
Why it matters: Walters and other leaders emphasized that while districtwide targets were met in aggregate, disaggregated results show wide gaps. Walters highlighted a 42.1 percentage‑point gap between African American and white students and said students with individualized education plans experienced the largest decline in 2024–25. He added that cohort differences mean year‑to‑year comparison requires care.
District leaders also showcased school‑level success. "Pittsburgh Roosevelt increased proficiency from 30% to 57%," Walters said, crediting strong literacy in that cohort, collaborative staff culture and targeted coaching. Walters described subgroup gains at Roosevelt—African American students from 0% to 44%; economically disadvantaged students from about 29.9% to 50%; and students with IEPs from 22% to 63%—and said the district will study which practices are transferrable to other schools.
Strategies and measures: The district announced three strategic focus areas for 2025–26: (1) sustain and deepen curriculum‑based professional learning (CBPL) with job‑embedded coaching focused on K–3 teachers; (2) strengthen family partnerships through unit‑specific family letters, family math nights and segmented communications; and (3) use assessment as an instructional tool, including standardized, technology‑enhanced unit assessments aligned to state PSSA formats. Walters said evidence for implementation will include coaching cycle participation, Math Walk observation data, coaching logs, teacher survey results, and system reports in the ILC platform.
On coaching capacity, Walters said the district currently has six K–5 math coaches serving 33 schools and roughly 354 teachers and said more coaches are needed. "Right now, in our current model, we have 6 K to 5 coaches that serve 33 schools," Walters said, noting the future‑ready facilities plan proposed increases but that fiscal constraints remain.
Board questions and outreach: Board members asked whether K–3 teachers who teach literacy are also teaching math, and whether departmentalization correlates with better outcomes. Walters and Lindsay Smith, executive director of K‑12 STEM, said departmentalization varies by school size; Smith said departmentalized teachers show more engagement in math professional development and that coaching impacts classroom practice. On family outreach, Walters said all elementary schools are Title I and outreach is being segmented by unit to better meet families’ needs.
Limitations and next steps: District officials cautioned that gains can reflect cohort strengths and that results may fluctuate by year. Walters said the CDT will be administered three times this year and that the district will continue monitoring implementation fidelity and adjust supports. Chair Tracy Reed closed the meeting after board members’ questions and thanks.
The committee did not take formal votes at the Jan. 13 monitoring session; the district plans ongoing progress monitoring and further reporting on implementation and resource needs.
