In the latest results from the Programme for International Student Assessment (PISA) 2022, the United States found itself once again lagging behind in math. American 15-year-olds scored 465 below the OECD average of 472 and far behind top performers like Singapore (575) and Japan (536). While the U.S. performed better in reading and science, the math results underscore a persistent and troubling trend: our students are not just underperforming compared to their global peers — the gap is growing, particularly for students from disadvantaged backgrounds.
One of the most pressing issues revealed by both PISA and domestic assessments like the National Assessment of Educational Progress (NAEP) is the equity gap. In PISA, students from higher-income U.S. families outperformed those from lower-income backgrounds by nearly 95 points, more than two and a half years of learning. This disparity is larger than in most other developed countries. Meanwhile, NAEP data shows that Black and Hispanic students consistently score far below their White and Asian peers. These gaps reflect deep-rooted systemic inequities, including unequal school funding, teacher shortages in low-income communities, and limited access to advanced coursework.
The COVID-19 pandemic made matters worse. According to McKinsey, students across the board lost ground in math during remote learning, but the losses were far more severe for low-income and minority students, as much as seven months of learning lost, compared to about four months for their wealthier peers. Without meaningful intervention, these setbacks could widen opportunity gaps for an entire generation.
So how can the U.S. close this equity gap and improve its international math standing? Research from the OECD, The Education Trust, and others point to a set of clear, evidence-based strategies.
First, we must invest in high-quality early childhood education with a focus on numeracy. OECD studies have shown that math gaps are already visible by age five, and that high-quality early learning can dramatically reduce those disparities. This means funding pre-K programs, training early educators in foundational math instruction, and engaging families to support math learning at home.
Second, school funding must be made more equitable. In the U.S., schools in low-income neighborhoods typically receive less funding due to reliance on local property taxes. States that have implemented funding reforms, like Massachusetts and New Jersey, have seen significant improvements in academic achievement, especially among students of color and those from low-income families.
Third, access to advanced math coursework needs to be broadened. Far too many capable students in underserved schools are denied the opportunity to take Algebra I in eighth grade or Calculus in high school. Some states, like Texas, have introduced automatic enrollment policies that place eligible students in advanced math by default unless families opt out. This approach has significantly increased representation in higher-level math courses.
Fourth, improving teacher quality is essential. Low-income schools are more likely to employ inexperienced or out-of-field math teachers. Providing sustained, content-specific professional development, especially with mentoring or coaching, can help teachers deliver deeper, more effective instruction. Equipping teachers to use culturally responsive strategies can also build student engagement and confidence.
Finally, it’s critical to build students’ math identity. Many students, particularly those from historically marginalized communities, internalize the belief that they’re not “math people.” Research shows that culturally relevant curricula, positive role models, and an emphasis on growth mindset can significantly improve student engagement and outcomes.
The math equity gap in the U.S. is not inevitable. With targeted, systemic reform, it’s possible to raise achievement for all students while closing persistent divides. Investing in early learning, equalizing resources, expanding access to advanced coursework, and supporting great teaching are not just good policies; they are essential to ensuring that every student in America has a fair chance to succeed in math and beyond.
If we’re serious about preparing the next generation for a global economy powered by STEM and data, closing the math gap must be a national priority.
Read More:
McKinsey Report on COVID-19 Learning Loss
The Education Trust – Breaking Down the Nation’s Math Scores
OECD Report on Early Equity in Education