A new analysis by testing company NWEA examining standardized math assessment data from nearly 1 million students collected between 2021 and 2025 reveals a significant achievement gap among high-performing students based on household income. While low-income students comprised approximately half of all students tested in 2025, they represented only one-fifth of those scoring at or above the 95th percentile in mathematics.
The research found that high-achieving low-income students were substantially less likely than their higher-income counterparts to maintain top-tier performance over time, with the disparity most pronounced in elementary grades. Among students identified as high achievers in kindergarten, only 20% of low-income students remained in the 95th percentile by 4th grade, compared to 41% of higher-income students. This gap narrowed at higher grade levels, with 72% of low-income high achievers from 4th grade remaining in the top percentile by 8th grade, versus 80% of higher-income peers.
Researchers identified potential contributing factors, including differences in access to instructional opportunities, home environments, and out-of-school support systems. School characteristics also appeared relevant—high-achieving low-income students who maintained their top ranking through 4th grade were less likely to attend high-poverty schools than their peers who did not sustain high achievement.
The report noted that most students who fell below the 95th percentile continued performing at elevated levels within the top 10-20% of their classes. Researchers emphasized their findings should not be interpreted as evidence of widespread academic decline. The analysis did not establish direct cause-and-effect relationships for the observed patterns.
Reflecting broader policy attention to early mathematics education, 23 states have enacted new math-related laws or policies since 2022, with 14 specifically requiring early math assessments. However, fewer states have implemented policies focused on acceleration for high-achieving students to help them sustain their success into later grades.
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