Teachers’ Use of High-Leverage Teaching Practices in Mathematics Classrooms

Miray Tekkumru-Kisa, Jonathan Schweig, Julia H. Kaufman, Elizabeth D. Steiner, Allyson D. Gittens, Pierrce Holmes

Published Mar 11, 2025

The persistent low performance of students in mathematics is a pressing concern that underscores significant disparities in educational opportunities and outcomes across diverse populations. In this paper, authors examined data from daily instructional logs completed by 327 grade 6–8 math teachers from all 39 U.S. states to examine the prevalence of high-leverage practices enacted by teachers in middle school mathematics classrooms.

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Tekkumru-Kisa, Miray, Jonathan Schweig, Julia H. Kaufman, Elizabeth D. Steiner, Allyson D. Gittens, and Pierrce Holmes, Teachers’ Use of High-Leverage Teaching Practices in Mathematics Classrooms. Santa Monica, CA: RAND Corporation, 2025. https://www.rand.org/pubs/working_papers/WRA2836-1.html.
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