State, district, and school leaders can support positive math classroom conditions through guidance, teacher education, funding, shared vision, and data-informed reflection¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report's policy and practice considerations direct state policymakers to issue curriculum and instructional guidance articulating the importance of positive classroom conditions for math learning, ensure teacher education programs instruct future teachers about these conditions, and allocate state funds for professional learning for in-service math teachers. District and school leaders are advised to establish a shared vision for excellent math instruction that includes positive classroom conditions as an essential feature and to support data-informed reflection on classroom learning conditions.

Design Implications¶

Context¶

Requirements¶

• Coordination across state, district, and school levels

Constraints¶

• Recommendations are addressed to U.S. state policymakers and district and school leaders

Target Learners¶

• all K-12 math students
• middle school math students

Target Learning Goals¶

• equitable math learning
• positive classroom conditions for math learning

Related Strategies¶

• State leaders support local SEAD implementation through three levers: prioritizing SEAD in state goals, providing equity-focused guidance and funding, and making data public
• Three state levers for supporting local SEAD implementation
• Eleven critical actions executed through a Plan-Do-Reflect-Revise cycle

Examples¶

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Key Sources¶

• Price, H., & Fitz, J. (2026). Cultivating math mindsets: Teaching practices that enable equitable classroom learning. Learning Policy Institute. https://doi.org/10.54300/810.406