For instance, utilizing data34from the Colorado Student Assessment Program, Billings (2009) discovered a positiverelationship between fifth grade number sense and ninth grade algebra scores, providingevidence of the ability of elementary number sense to predict early high schoolperformance. This use of the number sense framework in the context of mathematicsachievement represents a start at moving the longitudinal analysis through the middleschool level and reflects the continued influence of number sense at higher levels ofcurriculum. Even though the present investigation does not assess number sense in ninthgrade, others studies on number sense and elementary mathematics achievement growth(Jordan et al., 2010; Moeller et al., 2011) provide a powerful basis for predicting thosestudents with initially higher number sense skills will maintain a mathematical advantagethrough middle school and high school.