学业成绩的变化在学生早期教育社会化中有其成因。研究表明，早年接触数学和英语为以后的学习成绩奠定了基础。如果学生处于不利地位，进入幼儿园，在识字或数学理解早期差距往往是持续或扩大随着时间的推移（aunola等人2004）。进一步的研究表明这种现象尤其是来自低收入家庭的孩子（McLoyd Purtell 2008）。父母在家里能做什么比任何其他影响教育影响的因素都重要得多（希尔斯2010）。同样，木材和Attfield（2005）认为，初期尤为重要，发展孩子的能力和积极性的数学。在特立尼达和多巴哥，数学和英语是主要的课程，是所有学校共同的和来自不同种族背景的学生。表1显示了我数学成绩分布在四所学校的研究，表2显示了我的英语等级分布。我数学和英语都是主体，所有学生必须通过以保证在A级的地方。这些科目涵盖了中学的全部课程。
The variation in academic performance has its genesis in students’ early educational socialization. Research has shown that early years of exposure to Mathematics and English Language creates the foundation for later academic performance. If students enter kindergarten at a disadvantage, early gaps in understandings of literacy or mathematics tend to be sustained or widened over time (Aunola et al 2004). Research further shows this phenomenon is particularly true for children from lower income households (McLoyd and Purtell 2008). What parents can do with their children at home has far greater significance than any other factor open to educational influence (Tucker 2010). Similarly, Wood and Attfield (2005) argued that early years were particularly important for developing children’s ability and enthusiasm in mathematics.In Trinidad and Tobago, Mathematics and English Language are considered to be the two main prerequisite subjects that are common to all schools and to all students from various ethnic backgrounds. Table 1 shows a CSEC Mathematics grade distribution of the four schools in the study while Table 2 shows a CSEC English grade distribution. CSEC Mathematics and English Language are subjects, which all secondary students must pass in order to secure a place in the A-level class. These subjects covered the whole curriculum at the secondary schools.