|The purpose of this study was to examine the relationship between gender, retention, SES and STEEP scores to predict reading mastery. Second grade students’ records were reviewed to obtain demographic information. SAT 9 scores were used to measure student’s reading mastery. SES was measured and defined by approved applications for free or reduced lunch for the 2004-2005 school year. Retention was defined as the number of students previously retained. Logistic regression was used to determine the predictive validity of gender, retention, SES and STEEP scores dependent on SAT 9 reading mastery. Gender, retention, SES and STEEP scores were entered as covariates in SPSS and analyzed for significance in a regression model. Results revealed the model was not as efficient as the use of STEEP by itself. STEEP predicted correctly 90 percent of students who achieved reading mastery on the SAT 9. The model was less accurate in predicting no or partial reading mastery.