Superintendent presented the executive‑limitation 9 monitoring report summarizing curriculum updates, expanded algebra enrollment, accessibility/UDL training and textbook adoptions; staff noted a 19‑point divisionwide gain in math SOLs since COVID, and the board voted to accept the monitoring report as compliant.

District presentation shows Ann Arbor Public Schools gained proficiency or advanced levels on 60% of state tests from 2025 to 2026, with math as a bright spot, but trustees were pressed on persistent disparities affecting Black, Hispanic/Latino, economically disadvantaged, English‑learner and students with disabilities.

Presenters described year-over-year proficiency gains in math and science, reported that students in HIT tutoring met growth targets at higher rates, and said the district adopted new ELA and writing curricula to address lagging ELA results.

District presenters reported strong early-childhood gains (kindergarten math readiness +23 points; first/second grade reading gains) and notable science increases. Trustees flagged 6th- and 7th-grade math performance as a priority and discussed Bluebonnet rollout funded by a LIFT grant to improve math.

Superintendent Dr. Bryant told reporters the district's graduation rates "rebounded to the highest that they've been since before the pandemic," and said 8th-grade math scores rose 5% last year as the district plans a "robust plan" to build on gains.

Board discusses amending graduation goals to ensure student readiness and address math performance concerns.

Ted presented a comprehensive math-improvement plan aiming to raise average eleventh-grade SAT scores from 475 to 500 in one year and establish long-term targets (530 by year 3, 560 by 2031) through curriculum alignment, placement testing, protected instructional time and hiring/selecting math content leads.

A bipartisan measure that guarantees prepared students access to advanced math, boosts math training in educator programs, and requires at least 60 minutes of daily core math instruction in grades 4-5 was advanced by the committee after sponsors cited gains in neighboring states and endorsements from large districts.

East Central ISD staff proposed hiring Big Rock under a LASSO grant to deliver differentiated elementary-math coaching; the district said 70% of the grant (about $479,000) would fund the vendor and that board approval will be required because the vendor is new and the contract exceeds $100,000.

Dr. Walker presented a district snapshot showing stable enrollment (~4,736), attendance above the state average and MAP growth in many subjects, but identified math as the primary instructional gap; the district received a $554,000 state grant to support math professional learning and is considering Bluebonnet for adoption with ordering planned in March.

At a March study session, Duarte Unified leaders reviewed the 2025 California Dashboard, noting modest growth for long-term English learners after targeted tutoring, declines in suspension and chronic absenteeism for students with disabilities, persistent math gaps, and plans to align curriculum and LCAP goals; no board votes on policy were taken.

School district leaders discuss student performance and community input for future enhancements.

Virginia Subcommittee advances bills for math improvement, language accessibility, school safety, and free breakfast.

Recent data shows students are improving in math achievement and percentile rankings over time

District presenter Amy told the committee Coventry’s overall ratings vary by school: several schools earned high ‘school quality’ scores, but Coventry High School’s math achievement and outcomes for students with disabilities lag, prompting targeted interventions and forthcoming curricular work.

Committee explores pilot funding for training teachers and assessing math instruction tools.

School district enhances math and science curricula while focusing on teacher professional development.

Department staff outlined a new accountability framework for AMSTI warehouses, discussed opportunities to consolidate distribution to reduce costs, and described a $2.7 million initiative that funds 31 teacher‑in‑residence coaches across the state this year.

Researchers from Penn’s Behavior Change for Good Initiative, along with their collaborators, carried out am megastudy to explore whether low-cost, behaviorally-informed nudges could support teachers...