California Bill Mandates Early Math Tests

The California Legislature has sent a bill to Governor Gavin Newsom that would mandate annual math assessments for all students in kindergarten through second grade. The requirement would begin in the 2028-29 school year, according to a report from EdSource published by The 74.

Senate Bill 1067 also requires school districts to provide math support, such as teacher coaching or student tutoring, to prevent achievement gaps from solidifying by third grade. The Assembly voted unanimously for the bill despite opposition from several major education groups.

Opposition and Advocacy

In an August 12 letter, the California Mathematics Council, the Association of California School Administrators, the California County Superintendents, and the California Teachers Association argued the mandate is premature. They stated that a mandated assessment is only as effective as the system supporting it, and the state has not yet adequately invested in teacher training and student help.

Bill author Senator Akilah Weber Pierson, a Democrat from San Diego, countered that California faces a real and urgent math achievement crisis. She argued students who miss foundational math skills in early grades rarely catch up. Marshall Tuck, CEO of the advocacy group EdVoice, a bill sponsor, said the state has not focused on math achievement and called the bill's passage a strong legislative recognition of the need for early support.

State test scores from 2025 show only 37% of California students were proficient in math, compared to 49% in language arts. Disparities were wide: 26% of low-income students and 20% of Black students scored proficient.

Assessment Details and Implementation

The bill does not use the term "screener," opting for "diagnostic assessment" to distinguish it from the state's early literacy tool. Its stated purpose is to assess mathematics knowledge and learning needs and identify pupils requiring additional support, not to diagnose a disability like dyscalculia.

The State Board of Education must establish assessment criteria by July 31, 2027. The Department of Education must publish a list of approved assessments by January 31, 2028, for districts to use the following school year. Districts can certify their own assessments if they align with the California Math Framework and state criteria. Assessments must be available in multiple languages.

The bill explicitly prevents using the assessments to evaluate teachers, rate schools, or identify gifted students or those with disabilities. The primary audience is parents, who would receive an explanation of findings and planned support. Results are not required to be reported to the state.

Funding and Training Concerns

Math has received far less funding and attention than literacy. Over the past five years, $1 billion was appropriated to hire and train reading coaches in low-income schools. In contrast, the Legislature has appropriated $100 million to develop a network of math trainers across all 58 counties.

A 2026 study from the Getting Down to Facts research project found only one-quarter of district leaders say the state's new math framework drives their lessons, and 30% say it is not a factor at all. Cole Sampson, project director and a Kern County assistant superintendent, questions whether the state will commit to sustained teacher training after initial funding ends. He opposes the new mandate for this reason, though he acknowledges improvements were made to the bill.

Advocates point to Alabama, which adopted an early math screening in 2022. In 2024, it was the only state where math scores on the National Assessment of Educational Progress exceeded pre-pandemic results. Sampson attributes this success to Alabama placing a math coach on every K-5 campus.

Marshall Tuck notes districts have immediate funding options, including a share of $737 million from the final installment of the Learning Recovery Emergency Block Grant and an unrestricted, multiyear block grant of $5 billion.

Researcher Perspectives

Two authors of the Getting Down to Facts math analysis disagree on the bill's value. H. Alix Gallagher, director of educational policy at Policy Analysis for California Education, said the low proficiency rate underscores a need for integrated professional learning and changes in teacher preparation. She argued few schools provide intensive math support comparable to literacy programs and that existing diagnostic data often isn't used effectively. She warned an additional measure, especially if not valid, could do harm.

Elizabeth Huffaker, the study's lead author and a University of Florida professor, said a universal diagnostic test for young students is a good idea. She said supports like high-impact tutoring are important and universality helps ensure no student falls through the cracks. While acknowledging testing burden concerns, she noted a state-approved screener may not add a new test for schools already using them. Compared to Alabama's prescriptive approach, Huffaker said California districts will have more flexibility but less state capacity support.