#NNPA BlackPress

The Building Blocks of Math That Young Students Need to Excel — But Aren’t Always Getting

BLACKPRESSUSA NEWSWIRE — An analysis of state tests shows that few states have recovered students from pandemic math losses, with disadvantaged students from low-income neighborhoods hit especially hard

Published

8 months ago

June 9, 2025

Oakland Post

By Holly Korbey, Hechinger Report

This story was produced by The Hechinger Report, a nonprofit, nonpartisan news outlet focused on education.

ATLANTA — Students gathered around a bright blue number board in Melissa Williams’ kindergarten class at the Westminster School, gazing at the bank of 100 blank squares, organized in rows and columns of 10. Their assignment was to pick a numbered tile and figure out where it should go on the board. The task seems simple, but Williams’ goal was to bolster students’ “number sense” — a difficult-to-define skill, but one that is nevertheless essential for more advanced mathematics. One student with a “42” tile carefully counted the squares in each row. “Ten!” he said. Counting each row by tens — 10, 20, 30 — he came to 40, then moved his finger to the next row and counted the next two to arrive at 42. The fact that the student was able to count by tens and then add two, rather than counting each square up to 42, is an example of number sense.

Other examples include understanding the size of numbers about one another, finding missing numbers in a sequence, understanding that written numbers like “100” represent 100 items, and counting by ones, twos, fives, and tens. Each of these skills is critical to understanding math, just like grasping the connection between letters and the sounds they represent is a must-have skill for fluent reading. Number sense is so innate to many adults that they may not remember being taught such skills. It is crucial to mastering more complex math skills like manipulating fractions and decimals or solving equations with unknown variables, experts say. Research shows that a flexible understanding of numbers is strongly correlated to later math achievement and the ability to solve problems presented in different ways. Unlike the recent surge of evidence on science-based reading instruction, research and emphasis on number sense isn’t making its way into schools and classrooms in the same way. Students spend less time on foundational numeracy compared with what they spend on reading; elementary teachers often receive less training in how to teach math effectively; and schools use fewer interventions for students who need extra math support.

Many American students struggle in math. According to the 2024 National Assessment of Educational Progress, nearly 1 in 4 fourth graders and 39 percent of eighth graders scored “below basic,” the test’s lowest category. An analysis of state tests shows that few states have recovered students from pandemic math losses, with disadvantaged students from low-income neighborhoods hit especially hard. For those struggling students — including those diagnosed with dyscalculia and related learning challenges — lack of number sense often plays a significant role. “For kids that have a fundamental weakness in mathematics, 80 percent or 90 percent of the time that’s going to be linked to a lack of understanding numbers,” said Ben Clarke, an early math researcher and department head of special education and clinical sciences at the University of Oregon. “If we want students to be able to access other pieces of mathematics that are really important, then they need to build this foundational understanding of numbers.” Doug Clements, the Kennedy-endowed chair in early childhood learning at the University of Denver, said many American students struggle with seeing relationships between numbers. “Children who see 98 plus 99 and line them up vertically, draw a bar underneath with an addition sign, then sum the eight and the nine, carry the one and so forth — they are not showing relational thinking,” Clements said. “Children who immediately say, ‘That’s 200 take away three, so 197,’ are showing number sense.”

Even in the early years of school, researchers can spot students who can make connections between numbers and use more sophisticated strategies to solve problems, just as some students start school already reading. Also as with reading, gaps between students are present on the first day of kindergarten. Students from low-income and disadvantaged backgrounds arrive at school with less math knowledge than high-income students. Boston College psychologist and early math researcher Elida Laski said research has found income-based differences in how families talk about math with children before they ever reach school. “Lower-income families are more likely to think about math as narrow, it’s counting and numbers,” Laski said. “Whereas higher-income families tend to think about math as more conceptual and around in everyday life.” These differences in thinking play out in how flexible students are with numbers in early elementary school. In one study, Laski and her team found that higher-income kindergarten and first-grade students used more sophisticated problem-solving strategies than lower-income students, who more often relied on counting. The higher-income students also had more basic math facts committed to memory, like the answer to one plus two.

The memory recall and relatively advanced strategies used by higher-income students produced more efficient problem-solving and more correct answers than counting did. Also, when students from high-income families produced a wrong answer, it was often less wrong than students who were relying on strategies like counting. Laski said many of the low-income students in the study struggled with addiction because they didn’t have a firm understanding of how basic concepts of numbers work. For example, “When we’d ask, ‘What’s three plus four,’ we’d get answers like ‘34,’” Laski said. “Whatever ways they’re practicing arithmetic, they don’t have the conceptual basis to make sense of it. They didn’t have the number sense, really.” Laski said early childhood classrooms could be “far more direct” with students in teaching number sense, weaving it in explicitly when working on more concrete skills like addition. Clarke, the early math researcher at the University of Oregon, agreed. “Our understanding has drastically grown in the last 20, 25 years about effective instructional approaches” to help students learn number sense, said Clarke. “If you are only going to get X number of minutes in kindergarten or first grade to support student development in mathematics, kids that are not responding to the core instruction — you have to be pretty focused on what you do and what you offer.”

But elementary school teachers often aren’t trained well on the evidence base for best practices in teaching number sense. A 2022 report from the National Council on Teacher Quality highlights that while teacher training programs have improved in the last decade, they still have a long way to go. By their standard, only 15 percent of undergraduate elementary education programs earned an A for adequately covering both math content and pedagogy. Teachers aren’t often taught to look at math learning as a whole, a progression of skills that takes students through elementary math, beginning with learning to count and ending up in fractions and decimals — something that some instructional coaches say would help emphasize the importance of how early number sense connects to advanced math. Grade-level standards are the focus that can leave out the bigger picture.

Both the Common Core State Standards and Clements, who served on the 2008 National Mathematics Advisory Panel and helped create a resource of early math learning trajectories, outline those skills progressions. However, many teachers are unaware of them. Instructional coach and math consultant Neily Boyd, who is based in Nashville, Tennessee, said she often works with teachers on understanding how one skill builds on another in sequence, how skills are connected, using the progressions as a jumping-off point. “When teachers have been trained on both the whole math concept and how the pieces progress from year to year, they’re able to teach their grade-level piece in a way that builds from the previous pieces and towards the future pieces,” she said. “Learning math becomes about widening and refining understandings you’ve already built, rather than a never-ending list of seemingly disconnected components.”

Young students also spend less time with numbers, which often only appear during “math time,” than they do with letters, reading, and literacy. “Often I’ll go into classrooms with literacy stuff all over the walls, but nothing in terms of number,” said Nancy Jordan, professor of learning sciences at the University of Delaware and author of “Number Sense Interventions.” “In the early grades, there are so many ways to build number sense outside of instructional time as well — playing games, number lines in the classroom. Teachers can think of other ways to build these informal understandings of math and relate them to formal understanding.” On a recent fall day at Nashville Classical Charter School, in Nashville, Tennessee, fourth-grade math teacher Catherine Schwartz was walking students through a complicated subtraction problem with big numbers: “Lyle has 2,302 dog treats, but he needs 13,400. How many more treats does Lyle need?” To solve it, students had to “subtract across zeros,” regrouping from one place value to the next. Subtraction’s standard algorithm is an important skill to learn, Schwartz said, but can’t be done well without strong number sense.

Number sense for older students has some of the same ideas of magnitude and relationships, Schwartz said, but the numbers get bigger. Students began the subtraction problem using 13 thousand and four hundred to recognize the magnitude of the numbers in each place value, for example, but slowly simplified it into the classic stack-and-subtract method. Schwartz, who has taught for seven years, said at first she didn’t realize how big a role number sense played in calculations like subtraction with big numbers. ”Number sense or number flexibility, it’s never truly named” in the curriculum, Schwartz said. “We try to practice it.” Even something as simple as counting big numbers, including hundreds thousands, and millions, some educators say, can help develop number sense. Counting might seem simple, but for young children, it’s foundational and essential. “These are really big ideas for little kids,” Jordan said.

Oakland Post

Posts by Oakland Post

Up Next

Black Cities Targeted Again? Trump’s Federal Playbook Expands

Don't Miss

Wealth, Power & Policy: Building Black Economic Strength

Oakland Post

Click to comment

#NNPA BlackPress

OP-ED: The Dream Cannot be Realized Without Financial Freedom

NNPA NEWSWIRE — Dr. King spent the final chapter of his life pushing the country to face economic injustice. The day before he was tragically assassinated, Dr. King stood with sanitation workers in Memphis to call for economic equality. He helped launch the Poor People’s Campaign because he knew freedom hollowed out by poverty is not freedom at all. Dr. King kept pushing America to match its promises with practical pathways.

Published

1 week ago

January 19, 2026

admin

By Ben Crump

We honor Dr. Martin Luther King Jr. each January with speeches, service projects, and by reciting powerful quotes we know by heart.

But too many Black families will spend much of MLK Day the same way they spend most Mondays.

With the gas tank hovering near empty, hoping the car can go until the next paycheck arrives. With a prescription waiting at the pharmacy counter because they cannot afford the cost.

With a paycheck that has to stretch further than what seems possible.

Dr. King understood that true dignity means being able to afford and build a good life. In one of his clearest reminders, he asked what it means to “eat at an integrated lunch counter” if you cannot “buy a hamburger and a cup of coffee.”

That question still carries weight for many. Personal freedom will not be achieved without financial freedom.

Dr. King spent the final chapter of his life pushing the country to face economic injustice. The day before he was tragically assassinated, Dr. King stood with sanitation workers in Memphis to call for economic equality. He helped launch the Poor People’s Campaign because he knew freedom hollowed out by poverty is not freedom at all. Dr. King kept pushing America to match its promises with practical pathways.

That is the part of his legacy we should sit with this MLK Day.

This work has never been more important or needed. The cost of groceries, rent, and childcare have become an increased burden. And many families go from stable to scrambling with just one unexpected expense.

These realities are on display in a recent national survey commissioned by DreamFi, echoing what so many families already feel so deeply. More than one in four respondents told us they used check-cashing services in the past year. This finding makes it clear that too many households still need simpler and more accessible options for moving money.

The survey also shows how unexpected expenses impact families. Only 41% of Black respondents said they could cover a $1,000 emergency, compared with 56% of white respondents. When a tire blows out, when a child gets sick, when hours get cut, the question is not theoretical. The question is immediate and the impact is real.

We must shine a light on this struggle and work to equip families with tools to build better futures. We must recognize Dr. King’s wisdom and acknowledge that financial stability is a civil rights issue, because financial instability limits the ability to have choices.

The survey also found hope that can guide how we move forward.

Black families are not turning away from the idea of building stability. In fact, they are reaching for it. In the survey, 79% of Black respondents said they sought out financial education in the past six months. Ours is a community hungry for tools and a fair shot at creating a better tomorrow.

So, what does it mean to honor Dr. King right now?

It means we get practical.

It means we expand access to clear, trustworthy financial education that respects people’s time and speaks to real solutions. It means we support savings pathways that help families prepare for emergencies before emergencies arrive. It means we encourage options that make routine transactions easier and less costly, so a family is not paying extra simply to manage their own money.

Most of all, it means we stop treating financial instability as normal. Because normal is not the same as acceptable.

Dr. King asked America to make its promises real. The best way to honor him now is to provide opportunities for everyone to achieve Dr. King’s dream.

Ben Crump is a nationally renowned civil rights attorney and founder of Ben Crump Law. Known as “Black America’s attorney general,” he has represented families in some of the most high-profile civil rights cases of our time, including those of George Floyd, Breonna Taylor, Tyre Nichols, and Ahmaud Arbery. He is also co-founder of DreamFi, a financial empowerment platform focused on helping everyday people build stability through practical resources.

admin

Posts by admin

#NNPA BlackPress

Four Stolen Futures: Will H-E-B Do The Right Thing?

BLACKPRESSUSA – An 18-wheeler carrying H-E-B merchandise struck a disabled car on US 87 near Dalhart, resulting in the deaths of four young Texas women. Dashcam footage shows their hazard lights flashing before impact. As H-E-B points to subsidiary distance, families wait for accountability.

Published

1 week ago

January 18, 2026

Oakland Post

By TotallyRandie
Social Media Correspondent, BlackPressUSA

Eighty thousand pounds of steel doesn’t just collide—it obliterates. While corporate lawyers hide behind the sterile jargon of liability and subsidiaries, four Houston families are left haunted by viral footage of a tragedy that should never have happened. On November 5, 2025, a stretch of US 87 became a crime scene of corporate negligence, claiming four vibrant Texan futures in a heartbeat.

The dashcam footage is a nightmare in real-time. A black Nissan Altima, hazards blinking in a desperate plea for space, crawls along the right lane near Dalhart. The four young women inside did exactly what we are taught to do during an emergency: slowed down and put on hazards. They were then met by an 18-wheeler hauling H-E-B merchandise. The truck plowed into them at full speed—no brakes, no swerve, no mercy.

The lives of Breanna Brantley, Taylor White, Myunique Johnson, and Lakeisha Brown were not just lost; they were stolen. To understand the gravity of this loss, you have to realize these women were just starting their lives.

Breanna Brantley (30): A woman entering the prime of her life, a new chapter of wisdom and growth.
Trending
COMMENTARY: Russia Targeted African-American Voters
Taylor White (27): A wanderlust traveler and the “glue” for her younger siblings; she was their primary mother figure.
Myunique Johnson (20): Affectionately known as Mimi. Her life was just starting to bloom
Lakeisha Brown (19): A basketball standout set for Blinn College this spring—the beacon of hope meant to rewrite her family’s financial history.

In Texas, political math often attempts to cap the value of a human life, but the $250,000 ceiling suggested by current tort reform is an insult to these families. Breanna, Taylor, Myunique, and Lakeisha were more than just Black women; they were daughters, sisters, and athletes whose lives were abruptly taken away. They deserved milestones—graduations, weddings, and the simple right to grow old—not to be reduced to an apology for a “tragic loss.”

While the dashcam footage suggests an open-and-shut case, Attorney Rodney Jones of Rodney Jones Law Group P.C. revealed in our exclusive interview that reality is far more tangled. The road to justice could be a long, drawn-out process depending on how HEB decides to handle the case.

“This is a senseless accident that could have easily been prevented,” Jones says. “They had the right to possess that lane, and that truck driver had the responsibility to pay attention”. H-E-B is a Texas institution, but its response has triggered deep public outcry. While issuing an apology, the company quickly distanced itself, claiming the carrier wasn’t a “direct” H-E-B truck—despite hauling H-E-B products and being operated by Parkway, a known H-E-B subsidiary.

The driver, Guadalupe Villarreal, reportedly has a history of speeding and prior rear-end accidents. Jones is firm: “I’m looking strictly at his ability to be behind that 18-wheeler. This is a simple matter of a grossly negligent driver and the companies that put him on the road being held accountable.”

“H-E-B can’t bring them back, but they can make sure this never happens again,” Jones argues. “There is no price for a life, but there must be a price for negligence. It’s time for H-E-B to stop pointing fingers and start vetting their drivers properly to protect the public.”

While the public demands criminal charges, Jones notes that the legal wheel turns slowly. However, in the civil arena, H-E-B’s silence is deafening; the company has yet to contact the families directly.

“We desire a speedy resolution so we don’t have to drag this out,” Jones concluded. “H-E-B is a beloved chain here in Texas. Hopefully, they come to the table to resolve this fast. I feel like the longer they make these families wait for closure, the more it should cost.”

The ball is in H-E-B’s court. Will they live up to the Texas-strong values they advertise, or will they let a legal loophole define their legacy?

Bell @TotallyRandie
Multimedia Correspondent & Digital Creator
BlackPressUsa.Com/TotallyRandie.com /Stylemagazine.com

Oakland Post

Posts by Oakland Post

#NNPA BlackPress

Travis Scott Teaches Us How to Give Forward

BLACKPRESSUSA NEWSWIRE It’s not just about the gift under the tree in December; it’s about the skills, the confidence, and the opportunities provided in the months leading up to it.

Published

2 weeks ago

January 16, 2026

Oakland Post

By TotallyRandie

The fourth quarter of the year is often dubbed “giving season,” and for good reason. As October fades into November, the cultural zeitgeist shifts toward gratitude and the spirit of the holidays. For most, this means making a yearly donation to a local food bank or participating in a toy drive for the less fortunate. But for Houston’s own Travis Scott, “giving season” isn’t a seasonal trend—it’s a sophisticated, year-round blueprint for community empowerment.

Since launching the Cactus Jack Foundation in November 2020 alongside his sister, Jordan Webster, Scott has moved beyond the traditional celebrity check-writing model. While the world watches his every move on global stages, his foundation has been quietly and consistently pouring into the soil that raised him. Whether it’s supporting SWAC baseball athletes or funding the Waymon Webster Scholarship Fund for HBCU students, the mission is clear: provide the resources for the next generation to not just survive, but to lead.

From the Streets to the Stars

This past fall, the foundation took its most ambitious leap yet. In October 2025, Cactus Jack partnered with Space Center Houston—the official visitor center of NASA Johnson Space Center—to launch a first-of-its-kind STEM incubator.

The program was specifically designed for students within the Houston Independent School District (HISD), many of whom come from underserved communities where a career in aerospace often feels like a light-year away. For eight weeks, these middle schoolers weren’t just reading about science; they were living it.

Through a mix of virtual workshops and hands-on sessions at the Cact.Us Design Center and TXRX Labs, students were paired with actual NASA engineers. They weren’t tasked with busywork; they were challenged to solve real-world problems of space habitation, including:

Lunar Water Filtration: Designing systems to purify water on the moon.
Space Habitats: Creating structures designed for food preservation in extreme environments.
Robotics: Developing rovers capable of navigating uneven lunar terrain.

The Power of Being Present

The program culminated in a private showcase at Space Center Houston this past December. Standing alongside retired NASA astronaut and Chief Science Officer Megan McArthur, Scott watched as HISD students presented high-fidelity prototypes. In that room, the disparity usually associated with these neighborhoods vanished, replaced by the technical language of CAD modeling and systems thinking.

But the work didn’t stop at the laboratory. The 6th Annual “Winter Wonderland Toy Drive” at Texas Southern University took place the very next day, showcasing the foundation’s dual-threat approach to philanthropy. While the STEM program looked toward the future, the toy drive took care of the present, putting smiles on the faces of thousands of Houston families with toys, groceries, and essential goods.

“Opportunities like this are being offered to help enrich our students’ lives and inspire them to pursue careers in fields where they can not only thrive but also bring back solutions to their communities.” — Travis Scott

More Than a Headline

Critics and social media skeptics often tweet that “Travis Scott is everywhere but Houston.” The data and the faces of the students at Space Center Houston suggest otherwise. While his music may be a global export, his legacy is being built brick by brick (and circuit by circuit) in HISD classrooms.

By bridging the gap between hip-hop culture and NASA’s high-tech corridors, the Cactus Jack Foundation is teaching us a vital lesson in giving forward. It’s not just about the gift under the tree in December; it’s about the skills, the confidence, and the “out of this world” opportunities provided in the months leading up to it.

Travis Scott may be a global icon, but in Houston, he’s becoming something much more important: a catalyst for the next generation of innovators.