Objective:

Analyse the risk of poor performance depending on several variables: attending early childhood education, learning strategies and strategies used by the teacher uses.

Method:

No experimental or ex post facto.

Data:

We used the database PISA 2012 for Spain provided by the Ministry of Education, Culture and Sport. The generated data sample consists of 25,313 young Spaniards of both sexes, aged 15 years, belonging to 902 schools that are distributed throughout the national territory of Spain.

Dependent or endogenous variable:

Performance in mathematics.

Independent or exogenous variables:

Different variables were considered: attendance and duration of Early Childhood Education, student learning strategies and teaching strategies.

Analysis of data:

Binary logistic regression.

Results:

It shows that the factor that has greater predictive capability of risk of underperformance is attending Early Childhood Education [β = −.595; ρ < .001]. It is the variable that has more predictive capability of risk of all analysed.

Discussion:

There are variables that increase the risk and others that reduce this risk. It is possible to prevent low performance in Mathematics competencies, for example, we need to pursue a teaching of quality Early Childhood Education knowing their long-term benefits and not only ensure access to it for all children.

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