This research focused on performance indicators for elementary and middle school students. Performance indicators are factors that could hinder or enhance early childhood education. For instance, poverty affects a child's development and educational outcomes beginning in the formative years, both directly and indirectly through mediated, moderated, and transactional processes. Moreover, poverty also limits the chances of educational attainment, which is a mechanism for escaping poverty (Engle & Black, 2008). Family involvement and household structure such as single parenting, the presence of parents, grandparents, and socio-economic status could also affect a child's academic performance. Early childhood education such as daycare or head start programs could enhance a child's future educational outcome. A child's ability to become mathematically proficient involves five, intertwined strands which are: understanding mathematics; computing fluently; applying concepts to solve problems; reasoning logically; and seeing it as sensible, useful, and doable. This research investigated the correlation between the aforementioned indicators and a child's academic performance in elementary through middle school years. Research in this study serves as a foundation for future research and action indicators needed to improve mathematics proficiency in early childhood education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]