Stability: Average math scores are above pre-pandemic levels, and most high school seniors are taking advanced math courses.

Comfort: Most students feel safe sharing their ideas in class—especially in small groups—and believe their teachers genuinely care about their thoughts.

Positive attitude: Students generally believe that making mistakes is a helpful part of learning and that hard work leads to success.

Achievement gaps: There are major differences in test scores and advanced class enrollment, with Black, Latinx, and Special Education students notably falling behind.

Interest: As students get older, they find math less interesting and struggle to see how it applies to their real lives.

Boredom and frustration: Students are frustrated for opposite reasons; some feel bored because the work isn't challenging enough, while others are struggling with basics like fractions and division.

Teacher confidence: The vast majority of teachers feel confident in their math knowledge and their teaching strategies.

High engagement: Teachers report that students work well together, enjoy math games, and participate in productive discussions.

Stable staff: The district has experienced, creative teachers and does a good job of keeping staff members long-term

Difficulty adapting lessons: Many teachers struggle to adjust instruction for different skill levels and feel they lack the support or training to help students with special needs.

Lack of resources: Teachers report not having enough time or materials, and elementary teachers specifically expressed frustration with the current curriculum's pacing and structure.

Inconsistency: There is a concern that teaching methods vary too much from school to school and grade to grade, causing gaps in student skills.

General enjoyment: Most families report that their children enjoy math and have positive feelings toward their teachers, especially in elementary school.

Confident in home support: The majority of parents feel they know how to help their children with math at home.

Good communication: Most families know how their child is performing and know exactly who to talk to if they have questions.

Fluency and practice: The majority of families do not feel the district is successfully helping students build strong math skills.

Curriculum: Many parents are confused by the teaching methods or feel there isn't enough challenge provided for high-achieving students.

Equity: African American families were the most likely to report that their children do not like math and that the school is not helping them develop the necessary skills.