“When children perform near the bottom of the distribution of scores on standardized assessments in the early grades, there is minimal likelihood that they will ever make up enough academic ground to perform at significantly higher levels in later years. Put succinctly, Kentucky students who in early grades perform in the Bottom Third in reading and mathematics are less likely to perform above the Bottom Third in either reading or mathematics in later years.

”Kentucky Center for Education and Workforce Statistics

“Exploring the Student Performance Gap”