The intelligence and school performance issue has been much debated. Although school failure/success can be explained by cognitive variables, socio-familial variables can also have an impact. Since these variables haven�t been so systematically investigated together, the present study aims to consider both variables to understand their causal roles in academic achievement. In this study, with a sample of 376 children aged 6 to 10 years, a path analysis was carried out based on a prior analysis to search for causal relationships between intelligence and socio-familial variables to explain children�s academic achievement. The results point to intelligence as a major influence on school performance, combined with socio-familial variables (directly: community, type of school, mother's education and school year; and indirectly: socioeconomic status and father�s education level). Implications were discussed concerning the role and relevance of the investigated variables in explaining academic achievement of children.

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