The structural field of Civil Engineering is usually considered by undergraduate students as the hardest discipline. In Statics, the first structural course, students show learning problems, discouragement and anxiety to later courses. To improve this situation, it is necessary to identify those students who experience learning issues. This paper analyzes the expected academic performance from students enrolled in Statics. Four semesters of data have been analyzed, correlating the Cumulative Index and the Initial Course Performance with the Final Grade. Results show that Cumulative Index and Initial Course Performance correlate with Final Grade. However, the dispersion levels are not valid enough to make a prediction. Data shows that academic performance could be affected by the semester when the course is offered. Analyzed data shows that by establishing a relation between the Final Grade, the Cumulative Index and the Initial Course Performance, it is possible to group students and categorize their academic performance. This analysis would allow the implementation of more specific actions to enhance the students’ academic performance.