“Students Lose Interest in Math: Findings from the American Youth Panel”

 Overview

This RAND report explores why middle and high school students in the U.S. are increasingly disengaged during math lessons, especially after the COVID-19 pandemic. Based on data from 724 youths in the new American Youth Panel (AYP), the findings point to widespread boredom and declining interest in math.

📊 Key Findings

• 49% of students report losing interest during math class at least half of the time.
• Boredom is widespread across grades, genders, and racial/ethnic groups.
• Interest in math correlates strongly with:
  • Comprehension
  • Feeling supported
  • Confidence
  • Enjoyment
  • Belief in the usefulness of math
  • Identifying as a “math person”
• Students who disengage most:
  • Want fewer online math activities
  • Desire more real-world applications of math

🧠 Attitudes That Predict Engagement

Six key factors were identified that influence math engagement:

1. Understanding of math
2. Feeling supported by math teachers
3. Confidence in doing well
4. Enjoyment of math
5. Belief that math is necessary despite technology
6. Self-identification as a “math person”

Students with positive responses to these measures are far more likely to stay engaged in class.

🧒 Early Identity Formation

• 30% of students never identified as a “math person”.
• Those who did, typically formed that identity before or during middle school—not in high school.

🧩 Students’ Preferences

Disengaged students expressed a desire for:

• More relevant, real-world problem-solving
• Less screen-based, solo learning

💡 Recommendations for Educators

To improve engagement:

• Tailor content difficulty (not too easy, not too hard)
• Use active learning strategies (group work, problem-solving)
• Offer student choice and autonomy
• Incorporate real-world relevance
• Encourage teachers to show their own enthusiasm for math

📉 Post-COVID Context

The pandemic worsened absenteeism and learning loss in math. Boredom and disengagement could become long-term obstacles unless educational strategies adapt accordingly.

You can see the full analysis below.