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This study explores whether family and community social capital variables influence children's school status in Mexico. Additional predictors related to human and financial capital were included as control variables. Two hundred and four mothers were interviewed as part of a larger study on the impact of social capital on children's street work in Monterrey, Nuevo León, Mexico. Logistic regression results suggest that family and community protective factors associated with children's academic achievement include parental help with homework, mothers’ academic aspirations, extended family support and mothers’ social support networks. The author reports on family- and community-based predictors of children's school status and discusses the social work profession's role in strengthening families and communities to enhance children's academic achievement. [ABSTRACT FROM AUTHOR]