Factors Influencing Academic Achievement Continuity in Low-SES Students: Evidence From ENLACE 2012–2015

Abstract

This study examines factors influencing continuity of high academic performance among low socioeconomic status (SES) students in Mexico's upper secondary education, compared to high-SES peers. Using mathematics scores from the ENLACE test (2012–2015, N = 16,622; 3,247 low SES and 13,375 high SES), we apply multivariate logistic regression to assess how personal, school, and instructional variables affect the odds of sustaining top-quartile achievement. Results show that being male, resilient, perseverant, having academic aspirations, and receiving scholarships are associated with odds of continuity. In contrast, attending evening schools or disadvantaged institutions is associated with odds of decline. Only 22% of low-SES students sustained top performance, compared to 31.4% of high-SES peers. To guide interventions, we calculate Population Attributable Risk (PAR). Findings highlight the central role of the school subsystem and lower secondary type, followed by aspirations, resilience, perseverance, and teacher knowledge. Combining odds ratios with PAR supports equity-oriented interventions.