In this study, I investigated how proficiently seventh-grade students enrolled in two Southwestern schools solve algebra word problems. I analyzed various factors that could affect this proficiency and explored the differences between English Learners (ELs) and native English Primary students (EPs). I collected the data as part of the Animal Watch project, a computer-based initiative designed to improve the mathematical skills of children from grades 5-8 in the Southwest. A sample of 86 students (26 ELs and 60 EPs), clustered in four different classes, was used for this project. A Generalized Linear Mixed Model (GLMM) approach with the GLIMMIX procedure in SAS 9.3 showed that students from the classes that had a higher percentage of EL students performed better than those in the classes where the EL concentration was lower. Classes with more EL males were better at learning mathematics than classes with more EP females. The results also indicated: (a) a positive correlation between the students' ability to solve algebra word problems on their first attempt and their success ratio in solving all problems, and (b) a negative correlation between the percentage of problems solved correctly and those considered too hard from the very beginning. I conclude my dissertation by making specific recommendations for further research.