The mathematics and reading achievement of 322 adolescents (159 boys) was assessed in seventh and eighth grades, as were their intelligence, working memory, and spatial abilities. Their seventh- and eighth-grade mathematics and English language arts teachers reported on their in-class attentive behavior. The latter emerged as an important predictor of achievement, but more so for mathematics than for reading. Boy were less attentive in classroom settings than girls (d = -.34) and performed…