The Maryland State Department of Education (MSDE) unveiled a revamped PreK-12 Mathematics Policy on March 31, 2025, aiming to address the state’s persistent math proficiency struggles. With only 24.1% of Maryland students testing proficient in math on the 2023-2024 Maryland Comprehensive Assessment Program (MCAP)—a figure that plummets to just over 10% in Baltimore City—the new policy introduces sweeping changes, including mandatory interventions, a shift away from geometry, and increased focus on algebra, set to take effect over the next few years.
Key Policy Changes
Starting in the 2026-2027 school year, local education agencies (LEAs) must develop processes to identify and support students struggling with math, including those with disabilities. “To support their numeracy development, identified students shall receive supplemental instruction aligned to their identified needs,” the policy states, ensuring tailored interventions. Families will receive biannual updates on their child’s progress, and annual reviews of Individualized Education Programs (IEPs) will help pinpoint and address issues early.
By the 2027-2028 school year, students in grades K-8 will receive a minimum of 60 minutes of daily math instruction, up from the current 45-minute average in many districts, per MSDE data. High-achieving students can access accelerated courses starting in third grade, fostering advanced learning opportunities. A major shift eliminates geometry as a core requirement, redirecting emphasis to Algebra I and II. The policy cites research from the National Center on Education and the Economy (NCEE, 2013), noting, “Many geometry standards are not highly aligned with the prerequisite competencies for post-secondary mathematics success,” prioritizing algebra for college readiness.
The new high school math requirements, effective 2027-2028, mandate four credits over four years, with two credits in Integrated Algebra I and II (aligned with statewide assessments) and two additional credits in secondary math pathways requiring Integrated Algebra as a prerequisite. To support educators, MSDE will offer a new professional training course by spring 2027. Annual statewide assessments, beginning fall 2027, will measure impacts on proficiency levels in grades 3-8, accelerated students, students at Level 1 (lowest performance), and Algebra I participation and proficiency by grade level.
Critical Analysis
Maryland’s 24.1% math proficiency rate reflects a national crisis—U.S. 8th-grade math scores dropped 8 points on the 2022 NAEP, the largest decline in decades. Baltimore City’s 10% rate underscores systemic inequities, with 70% of students economically disadvantaged, per MSDE. The policy’s intervention focus is a step forward, as research shows early math support can reduce special education needs by 68%, per Maryland Infants and Toddlers Program data. However, the elimination of geometry is contentious—while NCEE research supports algebra’s primacy, geometry fosters spatial reasoning critical for STEM fields, and its removal may limit students’ readiness for advanced math, as noted in a 2023 Educational Researcher study.
The 60-minute daily instruction mandate is ambitious but risks straining resources in counties like Charles, where 20% of schools lack sufficient math specialists, per 2024 MSDE reports. The accelerated courses for third graders are promising, but without clear funding—MSDE’s 2024 budget allocated $1.2 billion for curriculum, with no specific increase for this policy—implementation may falter. Annual assessments starting in 2027 will provide data, but the four-year rollout delays urgent action for current students, particularly in Baltimore City, where 90% of students are already behind. Maryland’s push to prioritize algebra aligns with workforce demands—STEM jobs in the state grew 8% from 2019-2023, per BLS—but balancing this with a well-rounded math education remains a challenge.
