The recent decline in U.S. math scores on international assessments has sparked a broad discussion regarding the factors contributing to the drop. Comments suggest demographic shifts in school populations, particularly due to immigration, may affect overall scores even if within-group performance has improved. Additionally, concerns were raised about the quality of math education in U.S. schools, where foundational skills may be neglected in favor of a broad equity-based approach. Some commenters pointed out that the reliance on technology for problem-solving could hinder learning, as students might depend on calculators instead of developing their skills more naturally. Discussions around literacy also highlight the interconnectedness of math skills with overall educational standards. The contrasting U.S. approach to math education, where only a basic level is the norm for many students, could lead to lower international performance compared to countries emphasizing advanced foundational skills. As observed, different perspectives on the causes of score drops reflect broader societal issues, underscoring the need for systemic educational changes if the U.S. is to improve its standing in international assessments.