(a) The department shall submit an annual report to the Lieutenant Governor, the Speaker of the House of Representatives, and the Chairs of the Senate and House Education Committees detailing the implementation of the Mississippi Math Act. The report shall be submitted no later than October 1 of each year, beginning in 2027 for the 2026-2027 school year. At a minimum, the report shall include:(a) A comprehensive description of how the Mississippi Math Act is being implemented statewide and within each local school district;(b) Identification of any administrative rules, regulations, or policies adopted by the department to carry out the Mississippi Math Act, including the date of adoption and a summary of each policy;(c) A detailed description of all math intervention strategies and programs being utilized under the Mississippi Math Act, including tiered supports;(d) Criteria used for identifying students in need of intervention;(e) The number and percentage of students receiving interventions, disaggregated by grade level, subgroup, and school district;(f) Evidence-based justification for selected intervention strategies;(g) Statewide and district-level data on student math proficiency, growth, and readiness indicators, including, but not limited to, early numeracy benchmarks, third-grade math proficiency rates, algebra readiness indicators and enrollment data, and longitudinal comparisons demonstrating trends over time;(h) Identification of shortages in qualified math educators, interventionists, or instructional coaches;(i) Efforts undertaken to recruit, train, and retain qualified personnel;(j) A list of approved or recommended math curricula and instructional materials aligned to the goals of the Mississippi Math Act, and an explanation of how such materials align with evidence-based practices in mathematics instruction;(k) An assessment of the extent to which school districts are implementing the requirements of the Mississippi Math Act with fidelity;(l) Identification of districts requiring additional support or intervention from the department;(m) Identification of any challenges or barriers to effective implementation, including statutory, regulatory, funding, or workforce limitations, and specific legislative or administrative recommendations to improve outcomes and strengthen implementation; and(n) A detailed accounting of all funds appropriated or expended in furtherance of the Mississippi Math Act, including how funds are allocated across districts and programs.
(a) A comprehensive description of how the Mississippi Math Act is being implemented statewide and within each local school district;
(b) Identification of any administrative rules, regulations, or policies adopted by the department to carry out the Mississippi Math Act, including the date of adoption and a summary of each policy;
(c) A detailed description of all math intervention strategies and programs being utilized under the Mississippi Math Act, including tiered supports;
(d) Criteria used for identifying students in need of intervention;
(e) The number and percentage of students receiving interventions, disaggregated by grade level, subgroup, and school district;
(f) Evidence-based justification for selected intervention strategies;
(g) Statewide and district-level data on student math proficiency, growth, and readiness indicators, including, but not limited to, early numeracy benchmarks, third-grade math proficiency rates, algebra readiness indicators and enrollment data, and longitudinal comparisons demonstrating trends over time;
(h) Identification of shortages in qualified math educators, interventionists, or instructional coaches;
(i) Efforts undertaken to recruit, train, and retain qualified personnel;
(j) A list of approved or recommended math curricula and instructional materials aligned to the goals of the Mississippi Math Act, and an explanation of how such materials align with evidence-based practices in mathematics instruction;
(k) An assessment of the extent to which school districts are implementing the requirements of the Mississippi Math Act with fidelity;
(l) Identification of districts requiring additional support or intervention from the department;
(m) Identification of any challenges or barriers to effective implementation, including statutory, regulatory, funding, or workforce limitations, and specific legislative or administrative recommendations to improve outcomes and strengthen implementation; and
(n) A detailed accounting of all funds appropriated or expended in furtherance of the Mississippi Math Act, including how funds are allocated across districts and programs.