Mathematics proficiency scores show the lingering effects of the learning loss students experienced during the 2019-2020 school year. While mathematics performance levels overall have rebounded, the percentage of third grade students scoring at the Masters Level on the Grade 3 STAAR Mathematics test decreased from 30% in 2022 to 19% in 2023 (Texas Education Agency, 2023). This data indicates an opportunity to provide rigorous learning experiences for students in elementary mathematics. As students progress through elementary school, the complexity of the learning standards requires the mastery of computational, conceptual, analytical, and problem-solving skills. Rigor in the mathematics classroom involves creating learning environments that nurture and develop these skills in students with varying levels of mathematical fluency.
Leader Action Resource: Identifying Gifted Multilingual Learners (MLs)
In the gifted education space, much of the research highlights students’ socio-emotional needs, equitable identification practices, and classroom intervention strategies to support advanced learners. However, far less research exists that focuses on the secondary space, and even less on a student’s transition into secondary. Gifted-identified students still need and deserve advanced services in middle and high school. This resource includes guidance to help understand the gifted education landscape and what the research says about students’ unique instructional and socio-emotional needs as they transition into secondary. As a series of resources, these one-pagers provide research-driven key takeaways and specific action steps you can begin immediately to support students’ transition to secondary.
