A large part of the local problem with Math (K-8th) is the way the local district (MVWSD) has failed to help Disadvantaged and Hispanic students bridge the GAP with wealthier Asian and White students.

Hispanics and Disadvantaged groups have Lost Proficiency in Math over the last 5 years, Asian +Whites have lost little*. This 5-year effect is a large fraction of the entire Math academic achievement "meeting standard" for Hispanics. Over 1/3 Loss ( 16%/39% )

- for example: Smarter Balance test result data -
8th Math (meeting standard before starting High School))
83% Asian
23% Hispanic
82% White

5th Math (meeting standard at end of elementary)
88% Asian
25% Hispanic
82% White.

Average of 3rd-8th students (Math page 30 of District report to Board)
89% Asian
23% Hispanic
78% White

* Average 2.5% A+W 5-year loss

"Most teachers teach the way they were taught, Hyde said, and learned shortcuts to solving math problems. That results in current and future teachers not understanding the mathematics behind what they're teaching."

I'm not sure that this is true. IMHO, most teachers teach the way they are trained to teach. When I earned my teaching credential, I was a big fan of the project-based and conceptual approach that was encouraged at the university, but when I was in the classroom, there were different ideas about the best way to teach math and they were the ones who judged my work. And sadly, creating project-based materials is extremely time-consuming. I was frustrated that I literally didn't have the time to teach the way I wanted to teach. I ended up leaving the profession.

"The state hasn't provided funding for implementation." My experience was that new teachers are pretty much on their own. There just aren't enough hours in the day. It is such a shame. I'm convinced that every child CAN be good at math, but the bureaucracy is a force unto itself.