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American Mathematics Educator Survey: 2025 Technical Documentation and Survey Results. Research Report. RR-A4411-3

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Bibliographic Details
Title: American Mathematics Educator Survey: 2025 Technical Documentation and Survey Results. Research Report. RR-A4411-3
Language: English
Authors: Jonathan Schweig, David Grant, Julia H. Kaufman, Elizabeth D. Steiner, Claude Messan Setodji, Ruolin Lu, Dorothy Seaman, RAND Education, Employment, and Infrastructure
Source: RAND Corporation. 2026.
Availability: RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Sponsoring Agency: Gates Foundation
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Mathematics Teachers, Teacher Surveys, Principals, Administrator Surveys, Instructional Materials, Educational Quality, Public Schools, Elementary Secondary Education, Mathematics Education, Research Methodology
DOI: 10.7249/RRA4411-3
Abstract: U.S. students have lost significant learning in mathematics and other subjects since the start of the coronavirus disease 2019 (COVID-19) pandemic in early 2020. The 2022 National Assessment of Educational Progress mathematics scores for students in grades 4 and 8 reflected record declines; the largest decreases were for students experiencing poverty and students of color. The COVID-19 pandemic is just the most recent force widening mathematics achievement gaps. Other obstacles to high-quality mathematics learning for all students include inequitable access to and participation in rigorous mathematics courses, tracking of students in classes based on their achievement level, and inadequate mathematics instructional materials and supports for teachers. To address critical gaps in understanding how to promote high-quality, equitable mathematics education, RAND researchers administer the American Mathematics Educator Study (AMES) surveys annually to K-12 public school teachers and principals. Findings across these surveys are intended to inform how teacher preparation, professional learning resources, and course and curriculum access shape students' opportunities to learn mathematics. This technical report presents detailed information about the sample, survey instruments, and resultant data for the 2025 AMES surveys.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED680499
Database: ERIC
Description
Abstract:U.S. students have lost significant learning in mathematics and other subjects since the start of the coronavirus disease 2019 (COVID-19) pandemic in early 2020. The 2022 National Assessment of Educational Progress mathematics scores for students in grades 4 and 8 reflected record declines; the largest decreases were for students experiencing poverty and students of color. The COVID-19 pandemic is just the most recent force widening mathematics achievement gaps. Other obstacles to high-quality mathematics learning for all students include inequitable access to and participation in rigorous mathematics courses, tracking of students in classes based on their achievement level, and inadequate mathematics instructional materials and supports for teachers. To address critical gaps in understanding how to promote high-quality, equitable mathematics education, RAND researchers administer the American Mathematics Educator Study (AMES) surveys annually to K-12 public school teachers and principals. Findings across these surveys are intended to inform how teacher preparation, professional learning resources, and course and curriculum access shape students' opportunities to learn mathematics. This technical report presents detailed information about the sample, survey instruments, and resultant data for the 2025 AMES surveys.
DOI:10.7249/RRA4411-3