In this second study of education schools, the National Council on Teacher Quality (NCTQ) examines the mathematics preparation of America's elementary teachers. The impetus is the mediocre performance of American students in mathematics compared with their counterparts around the world. Mathematics relies heavily on cumulative knowledge. The link from there to the capability of elementary teachers to provide effective instruction in mathematics is immediate. This study evaluates the elementary education programs at a sample of 77 education schools located in every state except Alaska. This study showed that few education schools cover the mathematics content that elementary teachers need. In fact, the education schools in their sample are remarkable for having achieved little consensus about what teachers need. There is one unfortunate area of agreement: a widespread inattention to algebra.