In order to measure academic performance, national and international evaluation systems have only been able to measure the quality of education in terms of knowledge. However, they have not identified the factors associated to student achievement. Without this information, it is unlikely that measurement systems can effectively assist in the development of educational policies since they can only tell what students know but do not explain their levels of performance. It is relevant to know the factors associated to the behavior of academic performance since it helps the different actors in the teaching-learning process to identify the current state of their AP (academic performance). This is a reference to continue working on improving the quality of the education service; it also opens the doors to raise proactive, not only reactive strategies, that optimize the minimization of risks, underperformance, academic failure, dropout and year repetition.