Developing Latent Mathematics Abilities in Economically Disadvantaged Students

This Javits grant evaluation study sought to develop latent abilities in economically disadvantaged students by providing opportunities for mathematics development and acceleration. This study examined the effects of Kumon instruction, a supplementary, highly sequential, individualized method of developing mathematics skills. Whole classes of Title I elementary school students from grades two through five were divided into two groups, those with Kumon instruction and those without. All students continued with traditional textbook mathematics. Pre- and posttests were administered to all participants to assess progress, compare standardized test results, and examine levels of acceleration. Results showed that Kumon group students improved their mathematics skill levels more than non-Kumon group students, and they scored significantly higher than non-Kumon group students two years after their Kumon instruction ended.