Predicting academic achievement: the role of cognitive and social-emotional factors in an alternative school setting

This study examined whether general intellectual functioning and social-emotional functioning predicted academic performance and grade level differences in math and reading among 87 students enrolled in an alternative school serving grades 5 through 12. Cognitive ability was measured using Full-Scale IQ (FSIQ) or General Ability Index (GAI), while social-emotional functioning was assessed using the Behavioral Symptoms Index (BSI) from the Behavior Assessment System for Children – Third Edition. Multiple regression analyses revealed that general intellectual functioning significantly predicted academic achievement and grade level differences in math and reading. Students with lower cognitive scores demonstrated greater grade level differences. Social-emotional functioning did not significantly predict academic outcomes in either domain. These findings suggest that students with lower cognitive baselines may benefit from individualized supports. These results emphasize the need for strength-based, data-informed instructional planning and highlight the complexity of interpreting social-emotional measures with specialized educational environments.