Washington students’ math achievement remains a particular concern as the new school year begins, state Superintendent Chris Reykdal says, and he is urging lawmakers to devote a larger share of state funding to public schools. Recently released student achievement data show scores have remained relatively flat over the past three or four years, Reykdal said. He described math as the state’s biggest academic challenge, citing its importance for students’ future careers. Reading also needs improvement, he said, but math requires greater attention. Reykdal said regular attendance is closely tied to students’ academic performance and that test results would be worse without recent attendance gains. He does not expect attendance to return to pre-pandemic levels soon. The superintendent also pointed to districts’ rising costs for insurance, utilities and other basic services. When those expenses strain budgets, he said, schools may cut programs and services directly used by students and families. Washington currently directs about 42% of its near-general fund to schools, according to Reykdal. He said he would like that share to reach 50% or more, arguing that its declining share reflects the state’s priorities. Vicki Murray of the Washington Policy Center disagreed that increasing the overall allocation should come first. She said policymakers should define what level of funding is adequate and identify investments with demonstrated results before committing more money. Murray also called for scrutiny of math instruction and teacher preparation, saying the preparation of middle-school math teachers in Washington needs improvement. She argued that spending increases without changes to ineffective approaches would not resolve the problem. The debate leaves lawmakers with two linked questions: how much the state should invest in public education, and which strategies are most likely to help students meet academic benchmarks—particularly in math.