54% of New Jersey fourth graders fall behind in math, study finds
New data reveals a widening gap between K-12 report card grades and actual student proficiency, forcing families to cover rising costs for remedial college coursework.
By Amina Yusuf ·
Parents of fourth graders in New Jersey face a growing financial and academic burden as math proficiency declines. A study released last month by the nonprofit Collaborative for Student Success indicates that 54% of the state's fourth graders are currently behind grade level in mathematics. This deficit often persists through high school, forcing college students to pay for remedial classes. At Rutgers-New Brunswick, these extra courses cost approximately $1,500.
The study focused on incoming freshmen at the state university. It found that many students arrive with math skills equivalent to the seventh or even fifth grade. Despite these gaps, the same students had earned A grades in middle and high school math. This discrepancy highlights a disconnect between school report cards and actual competency. The costs of these remedial classes are borne by students, their families, and taxpayers.
Math proficiency in New Jersey has declined over the past decade. From 2016 to 2019, fewer than 45% of students tested proficient in the subject. Among the state's 560 school districts, at least 60 had fewer than 25% of students performing on grade level. The current situation suggests the problem has worsened. Once a child falls behind, the study notes they have only a 3% chance of reaching grade-level skills later.
The issue extends beyond New Jersey. The University of California San Diego reported that the percentage of freshmen requiring basic math classes increased 30-fold between 2020 and 2025. Administrators at UC San Diego removed the requirement for applicants to submit SAT or ACT scores. This shift forced admissions officials to rely more heavily on report card grades rather than standardized test scores.
Critics argue that grades often reflect effort and classroom behavior rather than mastery of material. This creates a false signal for colleges. The Collaborative for Student Success, co-founded two years ago to address this issue, advocates for greater transparency. The organization suggests that state test results should be returned to families within two weeks of testing. This timeline would allow teachers and parents to identify gaps and plan summer interventions.
Proponents of this approach argue that families need clear data to understand where their children stand. They recommend comparing standardized test scores with final report card grades to ensure consistency. Summer breaks could be used to help students close specific skill gaps before the new school year begins. This strategy aims to prevent the cumulative nature of math from causing further delays.
The Rutgers study joins other recent data points, including NAEP and PISA scores, in documenting the decline. The findings challenge the assumption that report card grades provide an accurate measure of academic readiness. For New Jersey families, the data suggests that a good report card does not guarantee a student is prepared for college-level work.
