| Abstract This quantitative, causal-comparative study researched the difference between changes in estimated aerobic fitness levels and academic achievement for 1,237 predominantly socioeconomically disadvantaged Latino students in a California school district using 5th and 7th grade FITNESSGRAMRTM , English Language Arts (ELA) and Mathematics California Standardized Test (CST) scores. The study was grounded in social cognitive and brain-based learning theories. Data were analyzed using MANOVAs and post-hoc ANOVAs. Overall differences in changes in estimated aerobic fitness and academic scores were statistically nonsignificant (n = 1,237; F[12, 3254.57] = .97; p = .48). Differences in changes of estimated aerobic fitness and academic scores between males and females were statistically significant (n = 1,237; F[4, 1226] = 5.62; p ≤ .01). Females had statistically significant higher mean ELA scores than males for students who remained at the needs improvement zone (NIZ-NIZ) (n = 357; F[1, 355] = 5.95; p = .02; Delta M = 13.97 for grade 5; F[1, 355] = 9.55; p ≤ .01, Delta M = 19.21 for grade 7) and who remained at the healthy aerobic fitness zone (HFZ-HFZ) (n = 667; F[1, 665] = 10.43; p ≤ .01; Delta M = 13.46 for grade 5; F[1, 665] = 12.68; p ≤ .01; Delta M = 14.68 for grade 7). No statistically significant differences in Mathematics scores between males and females were found. Physical Education courses designed to improve aerobic fitness may be viable options to increase standardized academic test scores of particularly male Latino students in NIZ.;Keywords: Aerobic fitness, academic achievement. |
