Iowa lawmakers advance bill to improve dipping math scores

DES MOINES — Gov. Kim Reynolds’ proposed bill aimed at improving math scores and education in the state came before lawmakers Tuesday as test scores decline in Iowa.

The Iowa Senate Subcommittee unanimously advanced Reynolds’ proposal, which would establish a new math instruction model, including early screening and intervention for students struggling in the subject.

In January, Reynolds highlighted Iowa’s need to improve math proficiency during her Condition of the State address. Her move comes as Iowa’s math scores continue to fall compared with other states.

Iowa's national standing in math scores fell last year, from seventh to 30th in the nation in fourth grade and 15th to 23rd in the nation in eighth grade, according to the 2024 National Assessment of Educational Progress.

Iowa students with disabilities and students who are English language learners experience some of the largest achievement gaps in the nation, according to the assessment. Iowa ranked 42nd for math scores of fourth-graders who are English language learners and ranked 37th in the nation for eighth-grade students who are English language learners.

Reynolds’ proposal includes promoting early identification, progress monitoring and evidence-based intervention and providing resources for families to advance children’s math development at home. It also would support teachers with additional training and professional development.

Jane Dufoe, education policy adviser for Reynolds, said employers in Iowa need graduates with strong math and problem-solving skills. “Key industries in our state, like agriculture, insurance and advanced manufacturing, rely heavily on employees with STEM backgrounds who are ready to step into these fields,” she said.

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Senate Study Bill 1092 would require school districts to screen students in kindergarten through grade six at least three times each school year to determine a student's proficiency in math. If a student is determined to be at risk in mathematics, the school district would be required to take certain steps, including conducting assessments, creating personalized mathematics plans and interventions.

Margaret Buckton, representing the Urban Education Network and Rural School Advocates of Iowa, proposed making screening requirements for students who have been identified as at risk in math more flexible, pointing to schools where a majority of students are not meeting the math benchmark.

“You might have an elementary school in Postville that's got 100 percent of their kids at risk, and also in downtown Des Moines, where you know every single student needs extra instruction in this,” Buckton said. “To spend time screening every two weeks rather than on instruction may not be in the best interest of time and students when you're working with that whole group.”

Melissa Peterson, representing the Iowa State Education Association, said she supports the legislation but would like to see it gradually phased in to give educators and students more time to adjust across school districts.

“We just want to make sure we are set up for success as this kind of rolls out, and make sure that we have the individual needs being met, not only for our students, but also our professionals,” Peterson said.

Sen. Herman Quirmbach, D-Ames, said he supports addressing Iowa’s math achievements but questioned whether there would be enough funding to support the legislation’s professional development.

“It seems that there's a lot of assessing of students going on at a very frequent basis,” he said. “When schools are struggling just to pay the current bills and maintain current programs, I don't know where they get the resources to address these (requirements).”

The legislation specified that professional development would be paid for by using existing school funds.

Sen. Lynn Evans, R-Aurelia, said he is just as “excited” about this bill as he was about last year’s legislation addressing literacy education, which used a similar model.

“Ten years ago, we actually started implementing this similar model in the school district that I worked in,” Evans said. “I know it can be done. It's just about rethinking how you are instructing children in math, not sticking to old paradigms, being willing to investigate what is current best research in math instruction.”