The researchers performed a variable analysis of the 2002 Educational Longitudinal Study data investigating factors that influence students' reading scores on standardized tests. Hispanic and non-Hispanic Scores were analyzed and controlling variables were compared to determine the effect of each on both populations. Certain variables commonly thought to positively influence students' reading scores, such as family background, proved less statistically significant among the Hispanic population. Additionally, other variables usually associated with lower reading scores, such as urbanicity, were not. Implications of these findings are discussed and educators are encouraged to rethink variables that impact reading achievement among Hispanic students. [Note: The citation provided on the full text (v2 Fall 2013) is incorrect. This article was published in v23 n2 Fall 2013.]