Ascend Education announced today the release of a new study showing the frequency of math skill gaps found in U.S. students.

Which math skill gaps are most common to students in a particular grade? What percentage of students identified for intervention have skill gaps two grade levels below their current grade? How many at three grade levels or more?   A new report released by Ascend Education attempts to answer these and other pertinent questions regarding students in need of math intervention.

The study, “Which Math Skills are Students Missing?” includes data from more than 18,000 U.S. students nationwide identified for math intervention. All students were given a level recommendation test to assess their functional grade level. Each student was provided a series of pre-assessments on objectives beginning at their functional grade level according to the level placement test. Each student’s individual math skill gaps were identified, captured and compiled along with the others.

“The study shows it is not unusual for 80% or more of students to share a few skill gaps but following that, the distribution of gaps becomes far more dispersed.” said Kevin Briley, CEO of Ascend Education. “Rarely, do students share the same exact set of math skill gaps. Consequently, teachers are hard pressed to teach to the individual skill gaps without the help of technology.”

The study provides a ranking of the most common skill gaps exhibited by intervention students working at a specific grade level. It also lists these skill gaps within the proper scope and sequence.

“This study can be helpful to educators wanting to know which skill gaps can best be taught in small groups,” added Briley. “However, it also strongly supports the need for individualized instruction and study for each student identified for math intervention.”

To learn more, read the white paper:  Which Math Skills Are Students Missing?

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