What the Monthly Report Actually Tells You
Four numbers and one recommendation. Here is how to read each of them, and which one is the early warning most parents miss.

The short version
- Average score is the least useful number on its own; it needs the count of quizzes beside it to mean anything.
- Lessons opened minus lessons finished is the skimming signal, and it appears before scores fall.
- A falling average after a difficulty increase is expected and is not a problem.
- The weakest subject named in the report is where an hour of help returns the most.
A monthly report is only useful if the numbers in it change what you do. Here is what each one means and, more importantly, what it means in combination, because individually most of them mislead.
Quizzes taken
The effort number. On its own it says little, but it is the denominator for everything else. Fifteen quizzes at 70% tells you far more than three at 90%, because three could be luck and fifteen could not.
A sharp fall here, with everything else steady, is usually a schedule problem rather than a learning problem, a busy month, a sport season, an illness.
Average score
The number everyone reads first and the one most often misread. It has to be read with two things beside it:
- The quiz count. An average over three quizzes is noise.
- The difficulty. A drop after moving from medium to skilled is progress, not regression. See what a falling score is telling you.
The pattern actually worth asking about is an average falling while difficulty and quiz count stay the same. That is a real signal.
Lessons opened versus lessons finished
This is the early warning, and it is the line most parents skip.
A child who opened twelve lessons and finished two is not learning from them. They are moving through material at a speed that feels productive and deposits nothing. Crucially, this shows up before quiz scores fall, because skimmed material can still produce middling scores for a while.
If you read one line, read this one. It is covered properly in lessons opened versus lessons finished.
The weakest subject
The report names it rather than making you compare columns. This is where a marginal hour of help returns the most, an hour on a strong subject returns almost nothing, which is the single most common way family study time gets wasted. The reasoning is in which subject is my child actually weak in.
The recommendation
One action, not five. A report that hands a parent a list produces no change, because nothing on a list of five is obviously first.
Treat it as the month's single focus. If the report says the child is jumping to quizzes without reading the lesson, the month's job is reading the lesson first. That is enough.
Related: setting up the report.
Questions parents ask
My child's average dropped this month. Should I be worried?
Check the quiz count and the difficulty first. An average falling after moving up a level is expected. An average falling at the same level, with fewer quizzes taken, is the pattern worth asking about.
What does it mean if lessons opened is much higher than lessons finished?
Usually skimming, opening material and moving on without working through it. It tends to show up before scores drop, which makes it the most useful early signal in the report.
Is a high average always good?
Not if the quiz count is low or the difficulty is easy. Five easy quizzes at 95% is less informative than fifteen medium ones at 70%.
What should I do with the recommendation?
Treat it as the one action for the month. Reports fail by giving parents more information than they can act on; acting on one thing beats reading five.
Responses
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