CBMS Reports and Position Statements - Conference Board of the Mathematical Sciences (original) (raw)

CBMS Report on the State of Recruitment and Retention of Middle and Secondary Mathematics Teachers in the US (2024)

This report was approved for posting by the CBMS Council in December 2024. From the Executive Summary:

Schools across the United States are experiencing dire challenges to fill vacancies with qualified teachers, with acute shortages in areas such as special education, elementary education and mathematics (United States Department of Education, 2023; Schmitt & deCourcy, 2022). In mathematics, numerous reports indicate that states across the country are experiencing difficulties recruiting and retaining qualified teachers (Zeichner et al., 2024). The shortage of mathematics, science and elementary school teachers is a major concern in high-poverty districts (Diliberti Schwartz, 2023). This crisis is widespread and has grown worse following the Covid-19 pandemic. In this report we detail the state of the mathematics teacher shortage across the United States and call for tangible actions to improve the recruitment and retention of qualified mathematics teachers.

CBMS Report on the Need for a Grades 9-14 Mathematical Sciences Framework (2024)

The CBMS Council approved in December 2024 the posting of this report and its transmission to the newly created National Academies Mathematical Sciences Education Board. From the report:

It has become clear to the CBMS member organizations that there is an urgency to address evolving needs in
Grades 9-14 mathematics education. This work will require the cooperation of wide-ranging stakeholder groups,
including many outside CBMS. This statement calls for the new Mathematical Sciences Education Board (MSEB)
at the National Academies to prioritize a consensus study to create a Grades 9-14 mathematical and statistical
sciences framework. Such a document could serve as a guide for the development of programs around the country and provide a baseline for consistency. To that end, this CBMS statement: outlines the current situation; highlights existing agreements and needs in content, pedagogy, and technology; and provides a sample charge to the MSEB.

CBMS Statement on Equity, Diversity, and Inclusion in the Mathematical Sciences (2021)

Brief Abstract:The Conference Board of the Mathematical Sciences (CBMS) promotes understanding and cooperation among national organizations in the mathematical and statistical sciences and their allied disciplines. As such, we envision a mathematical sciences professional community that values all colleagues and students and in which we work and learn together with respect and dignity. We embrace a vision for this community that is equitable, diverse, and inclusive. We acknowledge our collective culpability in discrimination, bias, and other forms of injustice and we commit ourselves to action and accountability in service of our vision.

Motion passed by the CBMS Council, December 3, 2021

  1. The CBMS Council endorses the CBMS Statement on Equity, Diversity, and Inclusion in the Mathematical Sciences included as Appendix F in the Council Meeting agenda, as amended to insert “early childhood” before “elementary” in the last line on p.1
  2. Upon approval of (1), the Statement will be posted on the CBMS website as having been endorsed by the Council.
  3. Upon approval of (1), CBMS Council members (the leaders of the CBMS organizations) may bring the Statement to their respective organizations for possible endorsement. The names of those member organizations that endorse the Statement will be listed on the CBMS website.

It has been endorsed by the following members:

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Common Core State Standards for Mathematics (2013)

Opening paragraph:

In a great act of foresight for this nation, most of the states have now adopted a consistent set of expectations for school mathematics, called the Common Core State Standards. Building on long years of work, the Common Core State Standards are an auspicious advance in mathematics education. They define the mathematical knowledge and skill that students need in order to be ready for college and career, and provide the basis for a curriculum that is focused and coherent. If properly implemented, these rigorous new standards hold the promise of elevating the mathematical knowledge and skill of every young American to levels competitive with the best in the world, of preparing our college entrants to undertake advanced work in the mathematical sciences, and of readying the next generation for the jobs their world will demand. Much remains to be done to implement the standards, in curriculum, assessment, and teacher education. But we now have, for the first time in our history, a common blueprint for this work across state lines. This is not the time to turn away from our good fortune. We, the undersigned presidents of the following member societies of CBMS, hereby express our strong support for the Common Core State Standards for Mathematics.

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