Section 49-1-234 - Landscape analysis of mathematics proficiency—Committee review—Report of findings(a) The department of education shall conduct a landscape analysis of: (1) The current mathematics proficiency levels in this state disaggregated by LEA, grade levels, and student groups, including student achievement and student growth in mathematics;(2) LEAs with varying levels of mathematics proficiency, including an examination of instructional programming, as well as strategies to remediate, intervene, and provide supports to improve student proficiency in mathematics;(3) Professional development and pedagogical practices used by LEAs for teachers in mathematics;(4) The practices used by educator preparation providers in this state to prepare mathematics teachers for educator licensure; and(5) The benefits and potential outcomes of requiring teachers to successfully complete a standards-aligned mathematics professional development course to obtain, renew, advance, or maintain an educator license with an endorsement that qualifies the teacher to teach mathematics to students in kindergarten through grade eight (K-8).(b) The department shall convene a mathematics expert review committee comprised of mathematics educators in this state and mathematics experts in this state and nationwide to review and evaluate the mathematics professional development options available in this state to assist the department in identifying a professional development course on mathematics instruction skills suitable for approval pursuant to Section 2(a). The committee shall report its findings to the department.(c) The department shall report the findings and conclusions of the landscape analysis required in subsection (a) and the findings of the mathematics expert review committee convened pursuant to subsection (b), along with any recommendations for legislation, to the education committees of the senate and house of representatives no later than January 31, 2025.Added by 2024 Tenn. Acts, ch. 551,s 3, eff. 3/11/2024.