Objective: To suggest a weighted measure to diagnose the reasons for the low student success ratios in mathematics concerning the third grade of intermediate schools in light of components educational system represented by: [Students, Teachers, Curriculum, and Environmental reasons (others reasons)] assuming differentiated and interrelated components, Also the effectiveness forming of these components according to the gender variable. Methods: Data collection tools were prepared by constructing two questionnaires for each of (Students and Teachers), which included a number of items that involved some domains for studied components of educational system, which demonstrated a high level of validity and reliability in the pilot study, in addition to upgrading the level of accuracy in the formulation and selection of the items of both questionnaires by achieving to high level of agreement and importance for all of its items by supported experts, which reflects the accuracy of the content of the items and themes of the standard prepared for the study of the phenomenon under discussion. Results: The weighted scale factors were extracted to diagnose the reasons for the low success ratios of students in mathematics for the third grade average according to the basic compounds method in the global analysis, and these factors were re-extracted by gender variable classification. Conclusions: The results of the global analysis demonstrated the high level of saturation and overlapping objective and subjective reasons in its interpretation of the interrelated connections resulting from the reasons for diagnosing low success ratios in mathematics for the third grade of intermediate gender classification, especially with regard to the student group.