BOSTON (SHNS) - As studies show that American students are falling behind their peers in other countries in math and science, a new local poll shows about one-third of Bay State parents are concerned about their child's progress in math and many are seeking out-of-school support. The statewide poll, conducted by the MassINC Polling Group and released Wednesday by EdTrust, shows that just over half of parents (54%) say their child is "doing well" in math, while 36% say their child is "doing okay." There are wide disparities among income levels, however. Parents of low-income backgrounds, who earn under $50,000 per year, were less likely to say their child is doing well (46%) compared to those who earn over $100,000 per year or more -- 62% of which reported their child does well in math. At the same time that math performance has sharply declined across the nation, a literacy crisis has also swept American schools. Similarly, the literacy crisis disproportionately impacts students from underserved communities, who are more likely to have disrupted classrooms, poor attendance rates, a higher likelihood of dropping out, lower-quality reading materials at their disposal and less access to extra resources like tutoring. The EdTrust poll also shows that parents-- especially wealthier parents -- are turning to extra help outside of the classroom when their children struggle with math. One-third of parents reported seeking additional math support for their children outside of school. Among them, 45% sought tutoring for their children, 35% used online tools, and 35% enrolled their students in extracurricular math programs. The majority of parents of multilingual learners and parents of students with dyslexia said they sought that external support -- 61% of respondents in each category responding to pollsters that they had gotten extra math help outside of school. The poll also found racial disparities in access to Algebra I, a thorough math course that studies have linked to long-term academic success and college readiness. Only 40% of parents said their child had taken the course by the eighth grade. Across racial lines: 30% of Black parents, 30% of Latino parents and 31% of Asian parents reported their children had access to the course by eighth grade. Comparatively, 43%of white parents said their child was able to take the class if they sought to by that time. "The poll results underscore the deep-rooted systemic inequities that persist," said Jennie Williamson, state director for EdTrust in Massachusetts. "Families with higher levels of education and income have access to resources and opportunities that contribute to their children's success in math, while underserved families are left with significantly limited options." Williamson calls for the state to invest in rigorous math instruction supports, especially for underserved communities. "Evidence-informed math policy ensures that educational systems have resources that provide rich learning experiences where students build a solid mathematical foundation," said Lindsey Henderson, policy director of math at education think tank ExcelinEd. "The message from Massachusetts is clear -- states must act now to enact policies that build mathematical proficiency so that all students can thrive." This poll involved 1,545 Massachusetts parents with students in grades K through 12, including oversamples of Black, Latino, and Asian parents. Interviews were conducted by telephone and online in English and Spanish from Nov. 15 until Dec. 2, 2024.