Identifying factors predicting the math computation and math reasoning peformance levels of Latino elementary school students

A cohort of 87 Latino elementary school students participated in a study to identify factors predictive of the math reasoning and math computation performance levels. Multiple regression analyses were used to determine which of the five blocks or combination of blocks were significantly predictive of performance levels on two standardized academic achievement subtests. The predictor blocks included intellectual functioning, reading proficiency, language proficiency, acculturation, and behavior. Intellectual functioning was determined using a nonverbal assessment, and language proficiency was measured as a separate variable. The results show that one block was independently and incrementally predictive of performance on both dependent variables. Additional significant independent and incremental predictive variables were also identified. Implications for practice and future research are also discussed.