This study examined the effect of school attendance, use of English-as-a-Second Language (ESL) services, and language spoken at home on Hispanic students' performance. The academic performance of 101 Hispanic first graders in intensive, regular, and bilingual programs was measured by standardized test scores in reading and mathematics, and report card grades. Students with no kindergarten experience earned a higher median score on the reading test than students with kindergarten experience. Students with kindergarten experience earned a higher median report card grade. Students in intensive programs had the highest median score in the reading test, and students in regular programs had the highest score in the mathematics test and the highest report card grade. Students who had better than median attendance scored better on the standardized tests and had higher report card grades than students below the median. Students in the intensive ESL group had higher median scores on the reading test and higher report card grades in reading than students in the beginner ESL group. Students who live in homes where English is spoken had higher scores and grades than students in homes where Spanish is spoken. Five references are cited. (BC)