A bill advancing at the state Capitol would establish a statewide numeracy coaching program in 91直播 public schools, as lawmakers and education officials grapple with persistent gaps in math achievement.
House Bill 1781, introduced by state Rep. Trish La Chica (D, Waipio-Mililani), would create the “91直播 Numeracy Act” and require the state Department of Education to hire and deploy trained math coaches to schools across the state, prioritizing elementary campuses and those with the lowest proficiency rates.
Nationally benchmarked results from the 2024 National Assessment of Educational Progress show that 42% of 91直播 fourth graders scored at or above proficient in math. At the eighth-grade level, however, just 23% of 91直播 students scored at or above proficient, statistically unchanged from 2022.
HB 1781 would require the Department of Education to establish a statewide numeracy coaching program providing job-embedded, evidence-based support for teachers.
Under the measure, numeracy coaches would work alongside classroom teachers to model lessons, co-teach, observe instruction and provide ongoing feedback. They would help educators analyze assessment data to pinpoint student needs and adjust instruction, while strengthening number sense, conceptual understanding and procedural fluency.
Coaches would also support teachers in identifying characteristics of dyscalculia (a learning disorder that affects a person’s ability to understand number-based information and math) and engage families in reinforcing numeracy skills at home.
The bill prioritizes placing coaches in kindergarten through fifth grade schools, campuses with the lowest math proficiency rates and middle schools serving eighth grade.
La Chica said the approach is designed to strengthen teachers’ practice without adding to their workload.
Rather than relying on occasional professional development sessions, the model emphasizes sustained, in-classroom collaboration, with a coach working alongside teachers to observe instruction, provide feedback and make real-time adjustments, creating a continuous feedback loop that builds confidence and capacity over time instead of layering on new mandates.
During Tuesday’s House Finance Committee hearing, DOE Deputy Superintendent Heidi Armstrong told lawmakers the department’s budget request includes funding for 16 positions — one numeracy coach for each complex area and one state-level lead to serve as a liaison within the department.
“The budget for 16 coaches … has been approved by the Board of Education, but we’re still seeking approval from the governor’s budget,” Armstrong said.
Armstrong acknowledged recruiting qualified candidates will be challenging in a state that already faces teacher shortages.
“It’s going to be difficult to fill these positions,” she said. “There’s not an abundance, and we don’t have an overage of math teachers, so we would have to balance. But I don’t think that should preclude us from trying to get this established.”
La Chica said she pushed for a starting salary of about $90,000 for each numeracy coach, arguing that competitive pay is essential to attract experienced math educators in a state already struggling to recruit and retain teachers in specialized subjects.
DOE noted that coaching aligns with its Board-approved priorities and that, if the budget request is approved, a separate general fund appropriation may not be necessary.
Armstrong described coaching as a “very effective tool” to support both teachers and student learning and said the intent is to build long-term capacity across the system.
“Sixteen positions are not going to directly service every single school — that’s just not possible,” Armstrong said. “The intent is to build skill, to build expertise and to build capacity so that we can continue to provide more support for our teachers.”
Armstrong noted that most elementary teachers are generalists responsible for multiple subjects, from English language arts and math to science and social studies.
“Having a coach, especially for someone who is newer to the profession or maybe more comfortable in teaching another subject area, is a very important support to grow the teacher’s capacity and ultimately to provide better instruction,” she said.
She emphasized that the coaches would not serve in an evaluative role.
“Coaching (means) being the mentor, being a critical person to give feedback — not in an evaluative position,” Armstrong said.
Coaches could demonstrate lessons, observe classroom instruction and offer constructive input, as well as serve as thought partners in unit and lesson planning.
The bill cites examples from states such as Alabama and Kentucky, which have invested in statewide math coaching and posted strong gains on NAEP assessments in recent years.
Supporters of the bill argue that 91直播 has already seen promising results from grant-funded coaching initiatives.
In written testimony, the Harold K.L. Castle Foundation said it has supported a pilot math coaching program in partnership with the DOE and the New Teacher Center in two complex areas. The program reached 17 schools and 246 teachers, benefiting nearly 10,000 students. After one year, 84% of participating math instructional leaders and principals reported a positive impact on their leadership.
Advocacy group 91直播KidsCAN also testified in support, calling numeracy foundational to economic mobility and long-term opportunity.
“A statewide numeracy coaching program can play a critical role in narrowing performance gaps,” 91直播KidsCAN Advocacy Director Erica Nakanishi-Stanis wrote. “Access to high-quality numeracy coaching, particularly in communities where students are furthest from grade-level expectations, represents both a sound instructional strategy and a commitment to equity.”
