" Assessing the Efficacy of Rapid Math Assessment Initiative in Junior High Education" I. Introduction A. Background of the Study Mathematics proficiency among junior high school students remains a significant concern globally, and the Philippines is no exception. International assessments such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) have consistently highlighted the low performance of Filipino students in mathematics compared to their peers worldwide (OECD, 2019; Mullis et al., 2020). These findings emphasize the urgent need for effective interventions to improve mathematical skills, which are crucial for students’ academic and professional success. In response to this challenge, the Department of Education (DepEd) in the Philippines launched the Rapid Math Assessment (RMA) Initiative as part of its efforts to address learning gaps exacerbated by disruptions caused by the COVID-19 pandemic. The RMA is designed as a diagnostic tool to quickly identify students’ strengths and weaknesses in mathematics, allowing educators to tailor instructional strategies and provide targeted remediation (DepEd Order No. 013, s. 2023). While the RMA Initiative has been implemented in various schools, its overall efficacy in improving mathematics achievement among junior high school students has yet to be thoroughly evaluated. Studies such as that by Galeos et al. (2022) in Mindanao demonstrated that diagnostic assessments combined with remedial teaching can significantly enhance students' conceptual understanding and problem-solving skills. Similarly, Villarin and Munda (2023) found that structured assessment-based