The TIMSS Math Data: A Wake-Up Call and Blueprint for Modernizing American Math Reform? 

This article explores two policy shifts which might serve to help address the decline in the performance of U.S. math education. Firstly, combining a mastery approach with peer collaboration (“teachers as change agents”), and incorporating evidence of what works into policy, will help enable the U.S. to emulate high-performing systems such as in England. Secondly, encouraging states to work together through national initiatives like the Education Commission of the States (ECS) and the National Math Improvement Project (NMIP) will help alleviate systemic challenges and create the conditions for shared success. 

Recent Trends in International Mathematics and Science Study (TIMSS) data reveal both the progress and persistent challenges in U.S. math education. While American students’ performance has declined - fourth graders' math scores dropped by 18 points, and eighth graders' scores fell by 27 points between 2019 and 2023 - other nations, such as the United Kingdom, have made substantial gains through coherent, sustained reforms. 

The TIMSS data should serve as a rallying point for a unified approach to math education reform in the United States; however, context matters.  

While other nations advance with clear strategies and political commitment, the United States remains stuck in fragmented efforts, often derailed by long-standing cultural and ideological conflicts over education. Supporting students to meet grade-level expectations will require more than isolated programs; it demands a national vision that prioritizes children, ensures consistency, promotes equity, and supports educators. 

The United Kingdom’s approach to improving math outcomes provides valuable lessons. Since 2015, the National Centre for Excellence in Teaching Mathematics (NCETM), managed by Etio has rolled out a mastery approach to math instruction across England. This model, inspired by high-performing systems internationally​​, emphasizes deep conceptual understanding and procedural fluency. With structured support, including professional learning and a clear implementation framework, the initiative has reached 70% of primary schools and 57% of secondary schools. 

The results are striking.  

England’s 15-year-olds now perform above the Organization for Economic Cooperation and Development (OECD) average in mathematics, and its primary students score significantly above the TIMSS average. Much of this success stems from a strategic, context-sensitive approach. NCETM engages teachers as change agents, creating Mastery Specialists who implement the model in their schools and share it with peers, fostering credibility and local ownership. Implementation began with schools that were ready to lead, using insights from early adopters to scale and expand into more challenging contexts. 

The US decentralized education system - central to its democratic governance​ - shares some similarities with the UK model where policy decisions are devolved to England, Scotland and Wales. However, in the US, with curriculum decisions delegated to states and districts, the result is a wider variation in math instruction and curriculum quality. Although the Common Core State Standards sought to establish coherence, political resistance significantly undermined their impact, exacerbating the fragmented approach and hindering large-scale reform. 

Still, there are promising efforts within the United States to strengthen math education. The National Math Improvement Project (NMIP) supports improvements through high-quality instructional materials, evidence-based strategies, and a community of practice for system-level leaders serving nearly 2.5M students. Similarly, ​state-level initiatives are embedding real-world problem-solving into math curricula, leveraging technology for personalized learning, and enacting policies to improve math proficiency. These efforts reflect a growing recognition of the need to modernize math education to meet the demands of a rapidly changing world. 

The United States has the tools and expertise to lead in global math education. The Education Commission of the States (ECS) offers a critical pathway to address systemic challenges by fostering cross-state collaboration, sharing best practices, and promoting evidence-based policies. As a nonpartisan organization, ECS can help states align standards, assessments, and teacher preparation, reducing disparities and enhancing coherence. 

Programs like the NMIP showcase the potential for innovation, while organizations like ECS provide the foundation for consistency. The question is whether the nation can harness these resources with the focus and urgency required.  

The future of American students—and the country’s global competitiveness—depends on it. By learning from successful models like England’s NCETM and empowering institutions like ECS, America can transform its approach to math education. With sustained commitment, targeted investment, and collaboration, American students can achieve the high standards they deserve.  

The tools for success are already within reach, and in models like the NCETM there exists evidence-based approaches proven to yield sustainable results in a decentralized education system. It’s time to act. 

To arrange an initial discussion about how Etio can help transform math education in your jurisdiction, please get in touch with the author: 

Contact Dr. Dia Bryant

Author: Dr Dia Bryant, Etio Advisory Board member 

Dr. Bryant is a nationally recognized educational leader, a sought-after speaker, and a fierce advocate for equity and justice. Previously, she served as the Executive Director at The Education Trust New York and held various roles at the New York City Department of Education, including Special Assistant to the First Deputy Chancellor. With extensive experience in educational leadership, Dia has a proven track record in instructional design, equitable school improvement, and change management. She is also the co-founder of Context Matters, a strategy group specializing in developing solutions for problems plaguing public education and crystallizing the context surrounding each issue. 

Dia's career trajectory is anything but traditional–a testament to her entrepreneurial spirit and her refusal to be confined by typical roles. From founding schools to advising political leaders, Dia’s impact is felt from the classroom to the Capitol. 

Dia holds a Bachelors in Economics from Kalamazoo College, a Masters in Math Education from Brooklyn College and a Doctorate in Education Leadership from Harvard University. 

About Etio: 

Etio is a specialist education consultancy that has been providing education services to governments internationally for over 25 years. In the US, key clients include NYSED, MA DESE, LDOE, and school districts in Phoenix and Tucson (AZ), and Kent and Clover Park (WA); in the UK Etio works extensively on a portfolio of national projects with the Department for Education, including the National Centre for Excellence in the Teaching of Mathematics (NCETM), the Advanced Mathematics Support Programme (AMSP), and National Professional Qualifications (NPQs). Etio has also supported government organizations across the Gulf Cooperation Council since 2008, developing school review systems and frameworks, training reviewers, and conducting comprehensive reviews in over 800 institutions.