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Evaluating Math Materials for Equity and Access

Findings from the High‑Quality Instructional Materials Learning Partners Coalition (HQIM-LPC)
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Publication Date

February 4, 2026

Topics

  • TK-12
  • Multilingual Learners
  • Math Equity

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Overview

To advance accountability for the equity commitments embedded in the California Mathematics Framework, the High-Quality Instructional Materials Learning Partners Coalition (HQIM-LPC) reviewed instructional materials submitted for state adoption, examining how well they support students of color and multilingual learners (MLLs) and how they operationalize culturally sustaining instructional design.

Key Takeaways

  • Instructional materials show increased alignment between language objectives and math content.
  • Programs more frequently support mathematical discourse beyond vocabulary alone.
  • Some materials offer improved tools for assessing disciplinary language and providing feedback.
  • Collaborative opportunities are present but often need stronger protocols and clearer implementation guidance.
  • Materials include diverse representation but inconsistently integrate cultural and community contexts.
  • Language development supports require more coherence and sustained progression across units.
  • LEAs need supplemental professional learning and clear strategies for leveraging students’ home languages.
  • Multiple free tools exist to support LEAs in adopting high‑quality, inclusive math materials.
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Call to Action

Ensure your district selects math materials that truly support all learners.

Explore the HQIM‑LPC’s free tools and adoption resources to strengthen your review process and equip educators with the guidance they need for effective, equitable math instruction. 

Plus, read the HQIM‑LPC’s new joint statement celebrating California’s 2025 math materials adoption and outlining key actions districts can take to support strong, equitable implementation.

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