Teachers and administrators across Ohio have done an excellent job implementing the science of reading curriculum. But according to a report by the National Council on Teacher Quality, it’s time to focus on math, too.

According to the Ohio Capital Journal, the report placed the Buckeye State among the 25 receiving a “weak” rating for policies to strengthen elementary teachers’ math instruction. At least we were not among the seven states receiving an “unacceptable” rating.

But for purposes of this report, the council was looking for these policies: set specific, detailed math standards for teacher preparation programs; review of teacher preparation programs to ensure they are providing robust math instruction; adoption of a strong elementary math licensure test; requiring districts to select high-quality math curricula and support skillful implementation; and providing professional learning and ongoing support for teachers to sustain effective math instruction.

Ohio has some of this in place, but there is room to improve.

“Ohio’s made significant investments in professional learning for teachers in reading, but much fewer investments in financially supporting professional learning in math instruction,” said NCTQ President Heather Peske, according to the Capital Journal.

With math scores still below pre-pandemic levels, it is important for school districts to find a way — and, yes, the word “investment” is an important consideration.

As Peske points out, “You can do two things at once.” And improving math skills will bring a host of benefits to our students.

Meanwhile, our teachers are being asked to do far more than two things at once; and they will be held accountable for students’ math scores whether or not they receive increased support. Let’s find a way to do better for them and our kids and improve professional learning for math instructors.