Math learning difficulties (MD) have been recognized as a crucial aspect of students’ daily life and their future educational advancement. While many students demonstrate math difficulties as early as kindergarten, researchers have a lack of understanding of achievement trajectories and factors influencing mathematical growth. Using the Early Childhood Longitudinal Study-Kindergarten dataset (N ≈18,000), they investigated math achievement patterns among students with MD from kindergarten through fourth grade.
To address this, Gesuelli, Miller-Cotto, and Barbieri (2025) employed latent class growth analysis to examine trajectories among 4,287 students scoring at or below the 25th percentile (MD criterion) in kindergarten. Researchers analyzed five time points using standardized item response theory (IRT) scale scores, examining predictors including cognitive factors (working memory, cognitive flexibility), academic skills (reading achievement), demographics, teacher ratings, and school supports (individualized education programme status, instructional support).
The results revealed three distinct growth trajectories emerged: mild MD (68.81% of students), progressing from 16th to 20th percentile; moderate MD (24.03%), advancing from 5th to 11th percentile; and extensive MD (7.16%), remaining below 1st percentile despite growth. Better trajectories were predicted by higher reading achievement, stronger executive function skills, higher teacher ratings, and absence of kindergarten individualized education programmes . The study confirmed the Matthew effect, where students with lowest initial performance continued falling behind peers .
The author suggested that most students with early math difficulties show improvement potential, with the majority maintaining performance just below the MD threshold. However, they identified educational equity concerns, finding fewer underrepresented minority students received appropriate supports in fifth grade. Findings emphasize early identification and intervention importance, suggesting math interventions should address executive function alongside content and integrate reading support for maximum effectiveness.
Source: Gesuelli, K. A., Miller-Cotto, D., & Barbieri, C. A. (2025). Variability in math achievement growth among students with early math learning difficulties and the role of school supports. Journal of Educational Psychology.