The literature has shown that cognitive abilities are linked to academic achievement (Neisser, 1996). Research has continuously demonstrated that cognition is linked to children's reading and mathematic achievement. Piaget described the development of cognitive abilities in four stages that occurs as children age. Although cognitive abilities have been studied and linked to academic achievement research continues to display gaps in the understanding and exploration of cognitive abilities and it relationship to academic achievement in young Latino children.

The current study examined the relationship between cognitive development and academic achievement in Latino students and compared this relationship across ethnicities and across grades. In addition to looking at differences in rate of cognitive development, the study also examined the relationship between cognitive development and academic performance as well as the effects of cognitive development on perceptual reasoning abilities, reading comprehension, reading fluency, and mental arithmetic.

Results revealed differences in cognitive development across ethnicities, which ultimately impacted academic performance. Additionally, the results revealed continued achievement gaps between minority children (African American and Latino) and Caucasian children. The results revealed that gaps appear to increase by third grade and continue on through fifth grade. Although CDL was found to significantly impact academic achievement, results also revealed that family income (SES), English language proficiency, and parent education are also important factors. In some cases, family income and English language proficiency are even stronger predictors of academic achievement than CDL; however, it appears that they are all ultimately important factors.