Recent research suggests that students are underserved when it comes to preparing for higher levels of math education in the U.S. Additional teachers and tutors who can provide support to students struggling with math could help solve this problem. Through an online program like the Master of Arts in Urban Education – Mathematics from Norfolk State University, teachers can develop in-demand skills in this area while they continue to work.
The program enables educators to specialize in math education allowing them to better support students who require additional assistance, particularly those in urban environments who may not be receiving sufficient attention. Coursework covers new instructional strategies, mathematical concepts and culturally responsive teaching methods with a focus on making math more accessible for learners.
Accessibility in High School Math
Equitable access to math studies is a complex subject, even at the high school or middle school level, since it is common practice for students to be grouped based on math achievement early on. This determines the level of math education they will receive as they move through the K-12 school system, which later impacts how they will perform at the university level and even their career opportunities.
The research organization RAND recently studied this phenomenon and found that “40 percent of elementary school principals reported that students were grouped by achievement level for math instruction.” To add to the problem, this achievement level is not always based on how students have actually performed; it can also be a “perceived” achievement level, which potentially leaves some students behind.
As the RAND article explains, two eighth graders on different math tracks entering high school will likely never be in the same classes; the student on the lower track won’t have access to advanced courses. Therefore, “access to advanced math classes in eighth grade can also dictate students’ achievement in math at the college level and beyond. That’s why any factor that nudges a young person toward more advanced math classes can make a big difference in their life.”
Teachers are the primary decision-makers when it comes to grouping students, which means their work is critical to students’ future success. But what happens when there aren’t enough math teachers to support struggling students? As the article points out, 40% of U.S. principals shared that “they don’t have the flexibility to assign teachers to struggling students or that they simply assign teachers based on who has an opening in their schedule.” This means there is a sizable gap to be filled in early math education.
Teaching Math in the Modern Day
To address these gaps, U.S. math teacher and writer Lance Barasch argues for higher standards of math education in a 2025 article in The 74 Million. “The old strategies aren’t necessarily working. We should be very concerned about the latest Nation’s Report Card in mathematics, which shows American students falling well short of expectations over the past decade relative to the rest of the world,” he explains.
He goes on to point out that only 23% of schools have a role equivalent to a “math interventionist,” a role created to support students who require additional help in the subject. With math being such a critical subject for STEM study paths and eventual careers, how can students adequately prepare to step into these roles without support early on?
Barasch recommends that teachers and schools familiarize themselves with modern educational technologies to support students and improve their own teaching strategies. He also urges current teachers to not resist change and innovation, as it has the potential to bring positive improvements for students across age groups.
Urban Education Strategies
An article from Edutopia addresses these concerns with advice for developing effective math intervention programs. It touches on ongoing discussions about moving away from the grouping or tracking system prevalent in so many K-12 teaching environments.
The author shares several practical ideas for improving learning outcomes in math, including prioritizing big idea concepts, using intervention only when needed to set learning goals, fill gaps and embed accessible activities that promote engagement.
In NSU’s online Master of Arts in Urban Education – Mathematics program, educators learn proven strategies for providing students with extra support in mathematics. With a focus on curriculum enhancements, inquiry-based learning and ways to bridge knowledge gaps, the program equips graduates with the knowledge and tools they need to make a difference in the lives of young students. Hence, they are better positioned to achieve their highest goals.
Learn more about Norfolk State University‘s online Master of Arts in Urban Education – Mathematics program.