ÇÑ×ÓÊÓƵ

Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter

When the latest National Assessment of Educational Progress scores were released at the beginning of this year, Alabama — perhaps surprisingly to some — caught national attention. One of only five states to show improvement in fourth-grade math scores between 2019 and 2024, Alabama posted a 6-point increase that was the largest in the nation. 

As the new school year begins, the real story isn’t just about raising test scores. It’s about rethinking what readiness should look like. Students will graduate into a job market profoundly different from the one they see now. States like mine are taking notice and rethinking how we prepare students for a future shaped by artificial intelligence, automation and data.

Today’s workforce increasingly demands professionals who can analyze, interpret and act on data. Some countries are already ahead of the curve. In the United States, now require data science or analytics skills. While many schools offer programs that recognize how essential these skills are, they are too often treated as electives. Many states have yet to incorporate data literacy into K-12 learning standards, and few teachers have the training or resources to teach it. The urgency is clear: According to the Program for the International Assessment of Adult Competencies, their international peers in numeracy and problem-solving in technology-rich environments.

The United States remains largely unprepared by comparison. Although now require data science or analytics skills, they are still treated as an elective for students, if it’s offered in school at all. Most states have yet to incorporate data literacy into their K-12 learning standards, and few teachers have access to training or resources to teach it. The result is a fragmented approach that leaves students with vastly unequal opportunities to develop the skills they’ll need most.

Alabama is charting a different course. In 2022, the state passed the , a major policy effort aimed at strengthening math instruction through conceptual understanding, real-world applications and reasoning skills. The Alabama Math, Science and Technology Initiative has helped bring that vision to life, delivering hands-on professional development built around interactive problem solving to teachers across the state. To coordinate these efforts, the state established the , which implements evidence-based strategies and monitors progress. 

But Alabama didn’t stop at improving math scores. It recognized that numeracy alone isn’t enough in a world where data is driving decisions in everything from health care to criminal justice. Through a with Alabama-based AI and data literacy platform , the state has trained more than 1,400 teachers in data science, enabling them to provide instruction in topics such as data collection, analysis, visualization and AI literacy to 10,000 students in grades 6 to 12 across Alabama.

Students aren’t just learning basic numeracy or how to read charts or graphs. They’re gaining a full suite of critical skills, including statistical reasoning, data visualization and computer science. These are essential forms of civic and digital literacy in the 21st century, fostering the computational and critical thinking that allows students to be nimble problem-solvers. Alabama is one of a handful of states — including Arkansas, Indiana, Louisiana and Nevada — leading the way on policies that to learn computer science. Last year, Alabama ranked for access, with 94% of its schools offering courses in the subject.

Outside the classroom, through the , high school juniors and seniors can gain paid, hands-on experience through internships that expose them to real-world applications of data work. This helps them build skills and confidence before they graduate.

The economic rationale for Alabama’s investments is clear. According to the U.S. Bureau of Labor Statistics, jobs in data science are projected to between 2022 and 2032. Starting salaries average more than $85,000, compared with Alabama’s overall average of $47,826. Preparing students for these jobs isn’t just good education policy. It’s a smart economic strategy.

Alabama’s progress has required legislative action; coordination among state agencies, school districts and postsecondary institutions; and a long-term commitment to providing teachers with resources, mentoring and professional learning. These strategies are not unique to our state — they can be adopted and implemented across the country. It takes treating data literacy as a foundational skill set, on par with reading and traditional mathematics. It also means building the systems to support that vision, from high-quality curriculum and robust teacher training to real-world learning opportunities for students.

Alabama’s recent success reflects a broader shift in how the country is preparing students for a future defined by data and technology. The state has demonstrated what’s possible with clear priorities and sustained, coordinated investment. We offer a model other states can build on to strengthen opportunities for all students in a rapidly changing world.

Did you use this article in your work?

We’d love to hear how The 74’s reporting is helping educators, researchers, and policymakers.