The nation's generation of "Baby Boomers" is now the grandparents of a new generation of students known as "Gen Y" and "Gen Z," respectively. "Gen X," parents of our current students, have the enormous task of raising their children as "digital natives" in a technological-savvy world. The idea of providing a tier-one mathematics secondary education has chronically been on the agenda of many politicians; nevertheless, the United States continues to struggle academically, performing sub-par in comparison to other countries. Mathematics is one of the STEM content areas that is fundamentally important when attempting to learn the "other" sciences, technology and engineering. In 2009, more than 18 million post-secondary degrees were awarded (IPEDS, 2010) nationwide. However, graduation rates for students in science, mathematics and engineering indicate a huge disparity when compared to the overall number of recipients (Fang, 2012). According to the National Center for Science and Engineering Statistics (2012), there were less than 34,000 doctoral recipients in mathematics and statistics in the United States. Of particular concern is the number of students of color who continue to represent less than 6% of total graduates in broadbased STEM subjects. The focus of this research is to find predictors that can increase student achievement in the area of mathematics. This study utilized predictive research methodology in order to examine the relationship among 10 independent variables and one dependent variable (Borg & Gall, 1983). This investigation examined the effects of organizational, behavioral and academic factors on mathematics achievement in secondary students. A nationally represented sample of 9th grade students (n = 21,444) using the HSLS:09 is included. A total of four standard multiple regression models were computed. The findings from this research provide evidence indicating that the relation between the Academic, Behavioral and Organizational factors of mathematics and science self-efficacy, perceived mathematics and science efficacy, feeling proud of being part of the school, feeling safe at school, having access to teachers to talk about problems, type of institution, type of institution location and mathematics achievement were found to have a linear relation. Furthermore, each of the independent variables is also independently significant. Additionally, academic, behavioral and organizational factors are all statistically significant predictors of 9th grade mathematics achievement. Finally, mathematics self-efficacy and perceived mathematics efficacy were found to be the highest predictors of mathematics achievement. The results from this investigation will assist educators, parents, businesses, K-12 institutions, and universities to strengthen STEM programs, increase post-secondary student participation in STEM fields of study, and fortify a sustainable pipeline in future STEM careers. In the twenty-first century, the digital world and STEM innovation are a part of the foundation of America; therefore, the prominence of this study is invaluable. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]