Nearly six in ten parents of A- and B-level students say their child struggled in math or reading, Brighterly survey finds

A national survey of 1,177 parents released by online learning platform Brighterly found that a majority said their child — even those earning A's and B's — struggled or fell behind in math or reading over the past year, prompting questions about how schools and families spot and respond to early learning gaps.

By Where Should I Learn Editorial · 2026-09-27

Las Vegas — A national survey of 1,177 parents of students in kindergarten through 10th grade released by online learning platform Brighterly found that 60.7% of all parents said their child struggled or fell behind in math or reading in the past 12 months. The findings are notable for showing similar concern among parents of higher-achieving students: 58.6% of parents whose child earns mostly A's or A's and B's reported struggles, and 46.5% of parents of mostly-A students said the same.

The headline figures suggest that struggles with foundational academic skills are not confined to students with historically lower grades. For many parents, a transcript that reads mostly A's can coexist with worries about comprehension, pace, or gaps in specific areas — a dynamic that raises questions about how achievement and proficiency are being measured and communicated in classrooms.

The survey’s separate percentages for 'mostly-A' students versus students with a mix of A's and B's hint at important variation: parents of students with a mix of A and B grades reported higher rates of concern than parents of strictly mostly-A students. The data released do not provide the cross-tabulations needed to explain why that difference exists, but the gap underscores the value of looking beyond averages when assessing student needs.

Math and reading were the two subjects specified in the survey, and both are widely recognized as building blocks for later learning. Small weaknesses in early reading can slow vocabulary growth and comprehension; gaps in number sense and foundational math skills can complicate access to higher-level concepts. When parents report falling behind in these areas, educators fear the effects can compound quickly without timely support.

It is also important to note the source of the information: these findings capture parental perceptions rather than results from standardized tests or classroom assessments. Parents’ observations reflect daily interactions and homework habits, which are valuable, but they do not substitute for formal diagnostic measures. The distinction matters for how schools interpret and act on parental concern.

A variety of explanations could account for the pattern the survey reveals. Changes in curriculum pacing, inconsistent assessment practices, uneven intervention systems, and ongoing disruptions to instruction are all commonly cited factors that can create gaps. The survey does not assign causes, but the responses lend urgency to long-standing debates about how schools identify and respond to learning needs early and effectively.

The survey was released by Brighterly, described by the organization as an online learning platform. Supplemental providers — online tutors, targeted intervention programs and blended-learning services — have expanded in recent years, positioning themselves as one response to family concerns about missed content or uneven classroom supports. The survey results indicate a market of parents who perceive a need, but they do not speak to the effectiveness of any particular intervention.

Equity and access are implicit concerns in this kind of finding. Because the released summary does not include demographic breakdowns, it is not possible from these results alone to see whether parental reports of falling behind cluster by income, race, region, or school type. Those details matter for policy responses: the supports needed in under-resourced districts may differ from those sought by families able to purchase outside tutoring.

There are also practical implications for schools. If many parents of high-achieving students are reporting struggles, schools may need to rethink how they monitor mastery and communicate progress. Formative assessments that pinpoint specific skill gaps, targeted small-group instruction, and clearer reporting to families can help translate parental concern into actionable support plans without assuming that a single grade fully captures a student’s learning trajectory.

Several limitations should temper interpretation of the numbers. The survey sample size of 1,177 parents provides a snapshot, but the methodology details released publicly with the results are limited: the sampling frame, weighting procedures, and question wording all influence how findings should be read. Without that methodological transparency, the results are a useful prompt for further inquiry rather than definitive proof of a nationwide trend.

Taken together, the Brighterly survey amplifies a persistent challenge in K–10 education: detecting and addressing learning obstacles before they widen, even among students who generally earn strong grades. For educators, policymakers and families, the headline numbers are a reminder that proficiency is multi-dimensional and that both classroom-based assessment and parent observation are important to building timely, targeted supports.