Behind in math or reading and not sure where to start?

Find what was missed. Follow a plan built for you. You do the work, we map out the rest.

Start the free placement testSee how it works

Does this sound like you?

It was never your fault. The steps were missing.

We know an 18-year-old who just finished high school. When her family moved countries, she was placed two grades ahead. She was a hard worker, but nobody went back to teach what she skipped: long division, fractions, reading fluency. Every year built on a floor that wasn't there. She graduated feeling frustrated and alone.

Her story is common. Students change schools, move countries, miss months, or get pushed ahead. The gaps don't close on their own. But they can be found, and they can be filled, one skill at a time.

Gaps are common. And they matter.

It's not only about grades

Gaps follow people into daily life: reading a medicine label, comparing prices, filling in a form, helping a child with homework. Many adults who struggle with reading say they feel ashamed and keep it hidden, even from the people closest to them. 7 More than half of 15-year-olds often worry that math class will be hard, and that worry goes with lower scores. 8 Filling the gaps builds skills, and it builds confidence too.

How it works

  1. 1

    Take the free Foundation Assessment

    Choose math, reading or English level (for non-native speakers). A few quick questions, then the assessment adapts to you. Right answers move ahead. A miss steps down to the skill underneath, until we find solid ground. If you don't know an answer, choose "I don't know" instead of guessing. Guessing can place you too high.

  2. 2

    See where you stand

    Right away, a short summary in plain words and the #1 gap to start with, free. The pass opens the full skill map: every foundational skill the core curriculum expects, laid out like a table of contents.

    • Mastered
    • Working on it
    • Not started
    • Needs extra attention
  3. 3

    Get a schedule made for you

    Tell us how many minutes a day and which days you have. We plan every session and give you an estimated finish date. Each day, press "Today" and start. Miss a day? The plan adjusts. No guilt.

  4. 4

    Learn, practice, re-check

    Each session: a short warm-up, a lesson, guided practice, then a re-check with new questions. A skill turns green after two re-checks a few days apart, so you know it stuck.

  5. 5

    Watch the map turn green

    Milestone checks after each block, a full checkpoint after each level, and a quick refresh every 4 weeks or every 10 skills. Your progress chart shows how far you've come, all the way to Ready for 6th and Ready for higher-level math.

Take the free Foundation Assessment

Why it works

Our rule that a skill is mastered after two spaced re-checks is our own, built on this research. In one large district, newcomer English learners placed in the lower of two possible grades did somewhat better in math, with no difference in reading. 15

See all of our method and research

Start free. Keep going your way.

Per student. One-time payment, 12 months. All sales are final.

Questions

Can I buy the pass without taking the assessment first?
Yes. Step 1 inside the pass is always the Foundation Assessment, so the plan starts from what the student really knows. A pass is for one student, for 12 months, and all sales are final.
I'm an adult and I never learned basic math. Is it too late?
No. The skills are the same at any age, and adults often move faster because they bring life experience. The Foundation Assessment finds where your foundation is solid, and you build from there.
I'm very behind and don't know where to start. What should I do first?
Take the free Foundation Assessment. In about 20 minutes it shows exactly where to start, so you don't waste time on what you know or get lost in what you missed.
Is it silly to start over with kids' math?
Not at all. Fractions are fractions at 9 or at 40. For teens and adults, the assessment and the plan use a calm, grown-up look.
How do I find out what grade level my child is at?
The Foundation Assessment shows which skills they have mastered and where the gaps start. It shows skills, not a label.
My child skipped a grade, or we moved countries. How do we find what was missed?
That is exactly what this is for. The assessment starts a little below where they are and steps down to any skill that was missed, so nothing gets skipped twice.
Why is there an "I don't know" button?
A lucky guess can hide a gap and place you too high. Choosing "I don't know" tells us exactly where to begin. It never counts against you.
How long does it take to catch up?
It depends on how many skills are on your path and how much time you choose. Your plan gives an estimated finish date and updates it as you go.
How do you know a skill is really learned, not just memorized for a day?
A skill turns green only after two re-checks with new questions, a few days apart. Quick refreshes later catch anything that slipped.
Should a parent be there?
If you're under 18, please take the assessment with a parent or guardian nearby. For students under 13, results go to a parent's email.
Is it in Spanish and Portuguese?
Yes. The assessment, the map and the lessons are in English, Spanish and Portuguese.
Can I check my English level if English is not my first language?
Yes. Choose English level (for non-native speakers). It is for students whose first language is Spanish or Portuguese. The instructions are in your language, and you get a level from 1 to 6 that follows the WIDA levels many U.S. schools use, plus a plan with our English lessons. It is our estimate, not an official score.
Does this check for learning disabilities?
No. It shows which skills are solid and which need work. If a skill stays hard even after practice, it can help to talk with a teacher or specialist.

Start where you are.

One step at a time is how every foundation gets built.

Take the free Foundation Assessment

Sources

  1. National Center for Education Statistics (2024). Highlights of the 2023 U.S. PIAAC Results. nces.ed.gov
  2. National Assessment Governing Board (2025). The Nation's Report Card, 2024 results. nagb.gov
  3. Learning Heroes and Gallup (2023). B-flation: How Good Grades Can Sideline Parents. bealearninghero.org
  4. Siegler, R. S., et al. (2012). Early predictors of high school mathematics achievement. Psychological Science, 23(7), 691–697. doi.org/10.1177/0956797612440101
  5. Hanushek, E. A., Schwerdt, G., Wiederhold, S., and Woessmann, L. (2015). Returns to skills around the world: Evidence from PIAAC. European Economic Review, 73, 103–130. doi.org/10.1016/j.euroecorev.2014.10.006
  6. Mehana, M., and Reynolds, A. J. (2004). School mobility and achievement: A meta-analysis. Children and Youth Services Review, 26(1), 93–119. doi.org/10.1016/j.childyouth.2003.11.004
  7. Parikh, N. S., et al. (1996). Shame and health literacy: The unspoken connection. Patient Education and Counseling, 27(1), 33–39. doi.org/10.1016/0738-3991(95)00787-3
  8. OECD (2013). PISA 2012 results on math anxiety, summarized in "Got a math problem?" oecdedutoday.com
  9. Kulik, C.-L. C., Kulik, J. A., and Bangert-Drowns, R. L. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of Educational Research, 60(2), 265–299. doi.org/10.3102/00346543060002265
  10. Kingston, N., and Nash, B. (2011). Formative assessment: A meta-analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 28–37. doi.org/10.1111/j.1745-3992.2011.00220.x
  11. Roediger, H. L., and Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17(3), 249–255. doi.org/10.1111/j.1467-9280.2006.01693.x
  12. Cepeda, N. J., et al. (2006). Distributed practice in verbal recall tasks. Psychological Bulletin, 132(3), 354–380. doi.org/10.1037/0033-2909.132.3.354
  13. Rohrer, D., Dedrick, R. F., and Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107(3), 900–908. doi.org/10.1037/edu0000001
  14. Duncan, G. J., et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. doi.org/10.1037/0012-1649.43.6.1428
  15. Conger, D. (2013). The effect of grade placement on English language learners' academic achievement. Educational Evaluation and Policy Analysis, 35(4), 395–412. doi.org/10.3102/0162373713493315

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