- Virginia earns an overall Moderate rating on five state policy levers for math instruction; it ranks slightly above the national average.
- 24% of Virginia 4th graders score below basic on NAEP math—about 21,724 students who struggle with core skills like multi-digit operations, fractions, and decimals.
- NCTQ calls for clearer teacher-prep standards, tighter program reviews, a required elementary math licensure test, curriculum transparency, and sustained professional learning.
The Big Picture
The National Council on Teacher Quality (NCTQ) outlines how Virginia can raise math achievement by focusing on one core lever: better-prepared teachers, backed by enforceable state policy. The report stresses why the stakes are high: early math skills predict long-term academic success and even adult earnings; math knowledge builds cumulatively, so early gaps harden over time.
What’s New
NCTQ rates Virginia as Moderate overall across five policy levers that shape classroom math:
- Teacher preparation standards — Strong. The state sets specific math standards for elementary prep programs and requires attention to math-specific pedagogy.
- Program approval — Moderate. Virginia keeps authority over reviews and uses licensure pass-rate data, but it does not require reviewers to examine syllabi/coursework for alignment or include math experts on review teams.
- Licensure tests — Moderate. The state uses an acceptable elementary math test and publishes pass-rate data, but it does not require every elementary candidate to pass a stand-alone math test for licensure.
- High-quality curriculum — Moderate. The state offers guidance on selecting strong materials, yet it does not collect and publish which curricula districts use or require districts to post their math curricula online.
- Professional learning & coaching — Moderate. Virginia supports math coaches/specialists, but does not provide broad, ongoing financial backing for high-quality math professional learning.
What They’re Saying
Context
According to NCTQ’s analysis of NAEP results, 24% of Virginia’s fourth graders lack basic math knowledge and skills; that share is higher for historically underserved students. The chart shows 24% below basic, 36% basic, 30% proficient, and 10% advanced. The organization estimates roughly 21,724 students are unable to perform foundational operations such as adding and subtracting multi-digit whole numbers, working with fractions, and handling decimals.
NCTQ also reviews the state’s actions within each policy lever. Highlights:
- Teacher prep standards: Programs must address math-specific pedagogy; the state lists key content topics across four areas (Numbers & Operations, Algebraic Thinking, Geometry & Measurement, Data Analysis & Probability). NCTQ notes the standards should be more explicit and detailed.
- Program approval: The state does not require reviewers to inspect syllabi/coursework for alignment to standards and does not require math experts to serve on review teams. Virginia does use licensure pass-rate data and retains final authority over program decisions.
- Licensure test: Virginia uses an acceptable elementary math test and publishes pass-rate data; it does not require all candidates to pass a stand-alone math subtest.
- Curriculum: The state provides guidance on how to select high-quality materials. It does not currently publish district curriculum choices or require districts to post their adopted math curricula.
- Professional learning & coaching: The state backs math coaches/specialists but does not provide broad financial support for high-quality math professional learning aligned to these materials.
Virginia’s Teacher-Prep Landscape
NCTQ evaluated 35 elementary prep programs in Virginia for the time they devote to both math content and math pedagogy. Results are uneven:
- Only 17% of programs earn an A or A+ for meeting recommended instructional-hour targets across content and pedagogy; 46% earn an F. The rest: B (17%), C (6%), D (14%).
- Hour benchmarks used for grading: A+ (≥150 total hours with 100% of targets met in each topic); A (≥135 hours and ≥90% of targets); B (≥120 hours, ≥80%); C (≥105 hours, ≥70%); D (≥90 hours, ≥60%); F (<90 hours or <60% of targets).
- Top performers called out by NCTQ: James Madison University (UG A+), Regent University (UG A+), Radford University (UG A+), Virginia Commonwealth University (UG and Graduate A+), and Virginia State University (UG A+).
- Notable patterns: Some programs earn strong marks overall but show thin coverage in specific topics. For example, Virginia Tech’s undergraduate program earns a B with robust hours in most areas but limited time in Data Analysis & Probability. Many institutions—public and private—fall short of recommended hours across multiple topics, contributing to the high share of F ratings.
Recommendations for Virginia
NCTQ outlines concrete steps policymakers and institutions can take now:
- Teacher prep standards: Clarify, in detail, what programs must teach in each of the four content areas; prioritize educator-focused math courses over traditional higher-level math that doesn’t translate to elementary instruction.
- Program approval: Require reviewers to examine syllabi and coursework for alignment; add independent math experts to review teams and on-site visits.
- Licensure tests: Require all elementary candidates to pass a stand-alone math licensure test.
- High-quality curricula: Require districts to adopt evidence-based math materials; collect and publish the curricula districts use; require districts to post their math curricula for transparency.
- Professional learning & coaching: Fund sustained, high-quality math professional learning aligned to the adopted materials and evaluate impact over time; continue support for math coaches/specialists.
What’s Next
According to NCTQ, Virginia sits on a workable platform—clearer standards and guidance exist—but progress will accelerate when the state strengthens program reviews, raises the licensure bar, shines a light on curriculum choices, and invests in the training teachers need to use those materials well. The payoff is straightforward: closing early skill gaps and improving long-term outcomes for students who will enter an economy that rewards quantitative skills.
The Bottom Line
Virginia is close to moving from “moderate” to “strong.” Tighten the expectations, verify what programs actually teach, require a stand-alone math test, make curricula transparent, and fund the professional learning to sustain it. That is the path NCTQ describes to “solve for success.”
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