SPP 198: Math Reform, Evidence, and Advocacy: Lessons from New York’s Science of Math Crisis

Content starts about 15 minutes in.

#psychedpodcast is excited to chat with Dr. Benjamin Solomon, professor in school psychology at the University of Albany, as he advocates against New York’s misguided plan for math instruction.

Petition: https://sites.google.com/view/retract-ny-math-briefs/sign-the-petition?authuser=0

https://nypost.com/2025/10/18/us-news/new-ny-state-math-guidelines-tell-teachers-to-stop-grading-kids-on-speed-solving-problems-because-it-causes-math-anxiety/

https://www.city-journal.org/article/new-york-students-math-scores-numeracy-initiative-briefs

https://www.families4newyork.com/p/the-ny-math-briefs-are-critically

https://www.edweek.org/teaching-learning/new-york-citys-new-curriculum-gets-caught-in-the-math-wars/2025/02

https://www.albany.edu/education/faculty/benjamin-g-solomon

Dr. Solomon joined the faculty in 2015. Prior to joining University at Albany, he was on the faculty at Oklahoma State University where he co-directed the OSU School Psychology Center and helped facilitate implementation of statewide Response to Intervention. His primary research interests include experimental methods and statistics, intervention efficiency/instructional time, and curriculum-based measurement. Dr. Solomon teaches the assessment sequence as well as academic intervention. He also directs New York’s Technical Assistance Partnership for Academics at UAlbany, which works closely with the state’s educational department to promote best practice in academic assessment, instruction, and intervention for students with disabilities.