UC Berkeley

Math is a challenging subject, with many students demonstrating math learning difficulties (MD) as early as kindergarten. However, our knowledge of how these students progress in their math achievement and ways in which individual skill differences and supports facilitate math achievement for this group is limited. We used the Early Childhood Longitudinal Study - Kindergarten data set (N ∼ 18,000) to examine the patterns of math achievement growth displayed by students with MD between kindergarten and fourth grade. Using latent class growth analysis, we revealed three distinct growth classes, characterized by levels of math performance that fell very low, moderately low, and slightly low below the MD cutoff range across time. Those who displayed the lowest math performance in kindergarten also had substantially slower growth than the other classes and their non-MD peers. Students with higher initial reading achievement, cognitive flexibility, working memory, higher math skill ratings, and without an individualized education program (IEP) in kindergarten, were more likely to display more favorable growth trajectories, ending with relatively higher levels of math achievement. Students with higher growth were also more likely to demonstrate higher math skill ratings and were less likely to have an IEP and receive math instructional support in fifth grade. However, among the three growth classes, fewer underrepresented minority (URM) than non-URM students received IEP supports in fifth grade, indicating potential disproportionality in schools’ provisions of supports. Collectively, our findings offer theoretical insight on math achievement growth among students with MD, highlighting areas of need and leverage points to reduce extensive math difficulties.