Prevention of social, emotional, and behavioral problems of children has always been an critical topic among education professionals (Blankson et al., 2013). Behavioral and emotional problems occur in 14% of children and adolescents aged 4 to 17 years old (Sawyer et al., 2000). Early behavioral and emotional problems are correlated with later psychopathology in adolescents, such as Attention Deficit Hyperactivity Disorder (ADHD), anxiety, and depression (Favre et al., 2008; Park & Shin, 2010; Wåhlstedt, Thorell, & Bohlin, 2008), especially in children who lived in deprived areas (Bøe, Øverland, Lundervold, & Hysing, 2012; Holtz, Fox, & Meurer, 2015; Van Oort, Van Der Ende, Wadsworth, Verhulst, & Achenbach, 2011). Specifically, impaired executive function has been shown to be an effective predictor of later problems in attention, emotional regulation, and social competence (Wåhlstedt et al., 2008). Psychologists utilize different laboratory tasks, such as performance-based tasks, to detect attentional problems in children in advanced to prevent future problems. Also, parents’ rating scales have become increasingly popularly in assessing child’s behavioural, social, and emotional problems (Edelbrock & Bohnert, 2000; Glascoe, 2003; Glascoe & Dworkin, 1995; Merrell, 2001). The goal of the present study is to investigate the relations between attentional problem and executive function in late primary school children in deprived areas of the USA. The present study use multiple regression and ANCOVA to examine the changes on child’s attention and inhibition measured by performance-based tasks at different timepoints, and whether these results are consistent with parents’ report of child’s attentional problems. This paper will also take other factors into account when looking at the changes in attention over time, such as age, gender, and school. To do this, this study uses a pre-existing database from a study that was led by the University of Cambridge Faculty of Education. The data is from a project that investigated the malleability of executive functions in urban school districts in the United States. The goal of this paper is to understand the changes in children’s attention across groups and time, and the relationship between performance-based tasks and parents’ rating scales that are being used to measure children’s attention. The present study will use multiple regression and ANCOVA to examine the changes on child’s attention measured by performance-based tasks at different timepoints, and whether these results are consistent with parents’ report of child’s attentional problems. This project will also take other factors into account when looking at the changes in attention over time, such as age, gender, and school. The data is from a project that investigated the malleability of executive functions in urban school districts in the United States. The study’s PI/Co-PIs are – Drs. Michelle Ellefson, Zewelanji Serpell, and Teresa Parr. Even though other researchers in this project have looked at the relationship between executive function and teachers’ ratings of child’s behaviours, the relationship between executive function and parents’ ratings of child’s behaviours remains unclear. Also, I will be looking at specific subscales of the BASC, which are hyperactivity and attention problems, and explore the links between executive functions and child’s behavioural problems. I will also be examining how child’s performance on the sustained attention task changes over time, which other researchers in this project have not done it.