## When I am asked to consult or evaluate a student, often the student is years behind in math. As a result, I am often asked to determine the grade level of the student’s achievement. Regressing the math achievement to a single number is not viable. This post provides an explanation.

### Common Scenario

Here is a common scenario. A school official reported out the grade level in math for a student. The 7th grade student tested at a 4th grade level. As a result, the student spent much of her 7th grade year working on 4th grade math. When I started working with her, I discovered that she was very capable of higher level math. Six months later, she was taking algebra 1.

### The Math Spider Web

Unlike reading, math is not nearly as linear. It is more like a spider web of categories (called *domains*). For example, Geometry is not a prerequisite for Ratios and Proportions and Fractions is not a prerequisite for Expressions and Equations. Geometry and fractions may be included in problems associated with other *domains *but they are not foundational building blocks.

On the other hand, in reading, comprehension and decoding are essential in all grade levels. Unresolved trouble with decoding in 3rd grade causes major problems in 4th grade and beyond.

### Grade Level

A student tests at a 3.2 in reading. This provides a clear picture of where the student is in the progression of reading ability. There are books written at that grade level.

If a student is reported to to test at a 3rd grade level in math, the student may have scored higher than 3rd grade in Geometry, at 3rd grade in measurement and data, and lower than 3rd grade in the other domains. True, in reading we have students who may decode at a high level and comprehend at a low level. That is more specific that sorting through 6 domains in math. Then consider that the comprehensive number of domains addressed by middle school increases to 11.

### The Domains

The image below shows a breakdown of the Common Core of State Standards math *domains*. In a video, I use this graphic to unpack why it is more challenging to determine a single level of ability for math.

### Addressing Grade Level Metric

If you are presented with a single grade level as an indicator of math ability, I recommend that you ask for a breakdown by category and how your student will be provided differentiation to address gaps. This is more appropriate than plowing through all of the math at a lower grade level.