PROVIDENCE, RI  – A new review from TNTP (formerly known as The New Teacher Project) found that the Providence Public School District has built a stronger, more coherent foundation for math instruction. Students are increasingly experiencing common curriculum, grade-level expectations and consistent instructional practices districtwide.

According to the report, that foundation is turning into results with students who started the year on track staying on track, while those who weren’t on track are making progress towards grade-level learning. 

This represents a meaningful shift since the 2019 Johns Hopkins report, which documented low levels of academic instruction as well as a lack of quality curriculum and coherence. While the two reports are not a direct comparison due to the different scopes in observations, the latest findings show significant progress in instructional conditions and its impact on student achievement since 2019. 

“This report shows just how far Providence has come in becoming a destination for education,” said Providence Public Schools Superintendent Dr. Javier Montañez. “We have moved from a system where schools and teachers were often working from different materials and expectations to one where educators have a common curriculum, aligned instructional practices and the structures to work together. That progress matters because students deserve consistent access to grade-level learning, no matter which classroom or school they attend.”

The Findings

TNTP analyzed i-Ready data, which is a diagnostic assessment used to measure student progress toward grade-level math skills, for all students in grades 3-8 from SY 2022-23 through SY 2025-26. Analysts found a vast majority of students (87% of students in grades 3-5 and 82% of students in grades 6-8) who started the year on track remain on track. Among students who started the year needing the most support, 30% of elementary school students and 21% of middle school students moved closer to being on track. 

Researchers also conducted a series of classroom observations at Vartan Elementary, Leviton Dual Language School, Robert F. Bailey IV Elementary and Veazie Street Elementary School. They found that the majority of math lessons (81% of observations) showcased strong instruction and 100% of lessons reflected a focus on grade-level content. 

The report states, “These findings indicate that many students are experiencing rigorous mathematics learning aligned to grade-level expectations and provide further evidence of the district’s strong instructional foundation. Student achievement data reinforce this foundation.”

How did PPSD get here?

According to TNTP, the strong foundation for mathematical instructional coherence was established through the widespread use of a common curriculum, Eureka Math Squared. Paired with standards-aligned pacing guides, internalization protocols and planning structures, teachers essentially had a guide to grade-level mathematics instruction. 

To support that instruction, teachers receive professional development to deepen their understanding of the content. TNTP also observed teachers collaborating through common planning time and professional learning communities (PLCs) to review student data and identify ways to support students who need it. 

The Work Ahead

TNTP recommends that the district analyze how assessment, intervention, professional learning and instructional supports work together, so that each piece reinforces the others and the district can more efficiently target support where it’s needed most. 

Specifically, TNTP identified several opportunities for PPSD to continue strengthening mathematics instruction, including:

• Building a clearer districtwide intervention program to support students in math

• Strengthening connections between assessment data, interventions and daily instructional decisions

• Expanding professional development opportunities for teachers and school leaders to further deepen content knowledge

• Improving consistency of access to math-specific expertise, coaching and intervention support

Moving forward, PPSD will build on the strong foundation by continuing to focus on high-quality curriculum materials (HCQM) and strong implementation across classrooms districtwide. This includes strengthening PLCs so educators have consistent opportunities to review student learning and plan instruction based on student needs. 

PPSD will also continue to strengthen unit and lesson planning practices to support effective grade-level mathematics instruction, while using classroom walkthroughs and instructional data to identify trends, provide useful feedback, and guide professional learning and support. 

PPSD will also further strengthen the multi-tiered system of supports (MTSS) to ensure students receive targeted interventions and supports based on their needs while staying connected to grade-level instruction and regular progress monitoring. 

“This report gives us a clear roadmap for the next phase of our work,” said Deputy Superintendent of Academics Dr. Paula Dillon. “We want every student to not only have access to grade-level mathematics instruction, but to have the right support to keep moving forward. Our efforts will create stronger connections between classroom instruction, assessment, intervention, instructional support and professional learning.”

The District will use TNTP’s findings and recommendations to continue strengthening mathematics instruction, intervention and support systems with a focus on ensuring that every student has access to Excellent Instruction. Every Classroom. Everyday. 

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