May 1, 2024
Nyasha Smith, Secretary
Council of the District of Columbia
1350 Pennsylvania Avenue NW
Washington, DC 20004
Dear Secretary Smith,
Today, I am introducing the Mathematics Education Improvement Amendment Act of 2024. This
legislation is co-introduced by Councilmembers Anita Bonds, Christian Henderson, Janeese Lewis
George, Brianne Nadeau, Brooke Pinto, and Robert White . Please find enclosed a signed copy of the
legislation.
As a former 7th grade mathematics teacher, I know firsthand how vital math is for the success of students
and how far the District must go to improve student learning and achievement. School Year 2022- 2023
PARCC scores show only 22% of DC students met or exceeded expectations for mathematics standards.
There has been increased attention on improving literacy skills among District students—and while that is
certainly worthwhile and an effort I support—there, too, needs to be heightened attention on improving
math achievement. R esearch has shown that math skills are highly correlated with later math
achievement, reading achievement, and college attendance.
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This legislation requires OSSE to establish a task force to research best practices and ways to
systematically improve math achievement across Local Education Agencies. The Task Force will submit
its report of findings to the Mayor and Council by June 15, 2025. P lease contact my Legislative Director,
Kendra Wiley, at kwiley@dccouncil.gov if you have any questions about this legislation.
Sincerely,
Zachary Parker
Ward 5 Councilmember
1
Jordan N., Kaplan D., Ramineni C., Locuniak M. 2009. Early math matters: Kindergarten number competence and later mathematics outcomes.
Developmental Psychology, 45(3), 850–867; Duncan, Greg J., Chantelle J. Dowsett, Amy Claessens, Katherine Magnuson, Aletha C. Huston,
Pamela Klebanov, Linda S. Pagani, Leon Feinstein, Mimi Engel, and Jeanne Brooks-Gunn. 2007. “School Readiness and Later Achievement.”
Developmental Psychology 43, 6: 1428-1446; Duncan, Greg J., and Katherine Magnuson. 2009. “The Nature and Impact of Early Skills,
Attention, and Behavior.” Paper presented at the Russell Sage Foundation Conference on Social Inequality and Educational Outcomes, New York
City.
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Councilmember Janeese Lewis George Councilmember Zachary Parker 3
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Councilmember Christina Henderson Councilmember Robert C. White, Jr. 7
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Councilmember Brianne K. Nadeau Councilmember Brooke Pinto 12
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Councilmember Anita Bonds 16
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A BILL 20
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IN THE COUNCIL OF THE DISTRICT OF COLUMBIA 25
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To establish a Mathematics Education Task Force and improve mathematics achievement in the 30
District for students in grades kindergarten through grade 12. 31
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BE IT ENACTED BY THE COUNCIL OF THE DISTRICT OF COLUMBIA, that this 33
act may be cited as the “Mathematics Education Improvement Amendment Act of 2024”. 34
Sec. 2. The State Education Office Establishment Act of 2000, effective October 21, 35
2000 (D.C. Law 13-176; D.C. Official Code § 38-2601 et seq.), is amended by adding a new 36
section as follows: 37
Sec. 4115. Mathematics Literacy Education Task Force establishment. 38 2
“(a)(1) Starting no later than December 2, 2024, OSSE shall convene a Task Force of 39
local and national experts, educators, and representatives in mathematics, which shall be known 40
as the Mathematics Proficiency Task Force (“Task Force”). The Task Force shall include 41
representatives from the following District government agencies: 42
“(A) OSSE; 43
“(B) DCPS; 44
“(C) Public Charter School Board; 45
“(D) State Board of Education; and 46
“(E) Deputy Mayor for Education. 47
“(2) The Chairman of the Council shall appoint a Council representative to the 48
Task Force. 49
“(3) The Task Force shall meet every four weeks until it submits the report 50
required pursuant to subsection (b) of this section. 51
“(b)(1) The Task Force shall submit a report to the Mayor and Council by June 15, 2025, 52
identifying actionable steps to improve mathematics instruction and achievement in the District. 53
“(2) The report shall: 54
“(A) Recommend evidence-informed, high-quality instructional 55
mathematics teaching materials, curricula, and intervention programs for struggling students. 56
“(i) For the purposes of this paragraph, “evidence-informed” 57
means a researched mathematics program or practice, aligned with state standards, that is 58
associated with improved student achievement outcomes. 59 3
“(B) Outline a process to create a state catalogue of educator professional 60
development and resources focused on foundational mathematics content knowledge. 61
“(C) Produce a list of vetted and approved “evidence-informed” 62
curricula and assessments to identify and support students who are at below grade level or 63
struggling in mathematics at the beginning of the year and monitor the effectiveness of 64
interventions. 65
“(D) Recommend intensive training programs for principals and instructional 66
leaders in elementary, middle, and high schools to grow and accelerate student proficiencies in 67
mathematics to help students below grade level or struggling in mathematics. The training 68
programs must: 69
“(i) Include content aligned with student academic standards; 70
“(ii) Address standards for mathematical practice; 71
“(iii) Cultivate mathematical best practices; 72
“(iv) Share best practices for providing instruction on interventions for 73
students with disabilities and students who are English language learners; and 74
“(v) Be available to relevant school-based staff and staff at community-75
based organizations. 76
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“(E) Outline a process to ensure there is a math coach trained in evidence-based 78
practices at every school by School Year 2027-2028. 79
“(F) Recommend systems for notifying the parents or guardians 80 4
of students below grade level or struggling in mathematics, provide them with a list of 81
interventions and acceleration strategies to assist with mathematics at home, including a list of 82
curricula options, referrals for mathematics tutoring, or other intervention opportunities, when 83
applicable. 84
“(G) Make funding and programmatic recommendations to achieve steps outlined 85
herein this subsection.” 86
“(c) The Task Force shall not be considered a public body for purposes of the Open 87
Meetings Act, effective March 31, 2011 (D.C. Law 18-350; D.C. Official Code § 2-571 et. 88
Seq.).” 89
Sec. 3. Fiscal impact statement. 90
The Council adopts the fiscal impact statement of the Budget Director as the fiscal impact 91
statement required by section 4a of the General Legislative Procedures Act of 1975, approved 92
October 16, 2006 (120 Stat. 2038; D.C. Official Code § 1-301.47a). 93
Sec. 4. Effective date. 94
This act shall take effect following approval by the Mayor (or in the event of veto by the 95
Mayor, action by the Council to override the veto), a 30-day period of congressional review as 96
provided in section 602(c)(1) of the District of Columbia Home Rule Act, approved December 97
24, 1973 (87 Stat. 813; D.C. Official Code § 1-206.02(c)(1)), and publication in the District of 98
Columbia Register. 99