Why the Early Years Matter More Than We Think for Children's Math Success

What is it about?

Research shows that math achievement in high school is related to math performance in the elementary grades but less is known about the direct influences of early abilities, such as children’s school readiness. We found that cognitive aspects of readiness in kindergarten predicted math achievement in Grades 3, 6, and 9, even after accounting for student demographics and attributes of schools. This finding highlights the potential of early interventions for reducing longer-term math achievement gaps.

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Photo by Ronald Felton on Unsplash

Photo by Ronald Felton on Unsplash

Why is it important?

Math skills are not just a school subject — they are a gateway to future success. Strong math performance is linked to higher graduation rates, university participation, entry into science and technology careers, and better job prospects. When children fall behind in math early, those gaps can follow them for years — limiting their options long before they even finish high school. This study matters because it shows that the roots of math achievement gaps are visible as early as kindergarten — long before most interventions typically begin. By tracking over 25,000 Ontario students from kindergarten all the way through Grade 9, we found that children who entered school less ready to learn continued to lag behind their peers in math, not just in Grade 3, but all the way into high school. This is important for three reasons: For parents: The early years matter enormously. Supporting children's language, cognitive, and even physical development before they start school can have lasting benefits well beyond kindergarten. For educators and policymakers: Waiting until Grade 3 or later to address math gaps may simply be too late. This research supports the case for early, universal programs — like Ontario's Full-Day Kindergarten — that nurture children's readiness holistically before formal schooling begins. For Canada: Unlike the U.S., Canada has lacked large-scale longitudinal data to track how early childhood development shapes long-term academic outcomes. This study helps fill that critical gap — giving Canadian policymakers the evidence they need to make informed decisions about where and when to invest in children's education.

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