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The results of the Latvian students in the mathematics exam are below expectations from year to year at an average score of 37 % over past three years being the worst result among all centralized exams (CE) in Latvia. Despite these worrying statistics, only three researches were published in the last 10 years by responsible institutions, mostly covering bad news. This is why the aim of this article is to encourage scientific discussion on undisputed unsatisfactory results in math, to determine factors with the greatest influence on the results of a secondary school math exam and to discuss potential improvements in preparing for the exam. The study was held in Marupe Secondary School in suburb of Riga, Latvia. A huge amount of data was collected about 53 respondents over their three years of studying in high school classes and after passing the exam. All obtained data were analyzed in search of correlation between exam score and all kinds of factors. Factors with the highest impact turned out to be results in physics, Latvian and biology, problem solving and modelling skills, proactively asking for help if a student did not understand the concept. It is also useful to learn factors that have a negative correlation with exam results, for example, regular homework assignment led to significantly lower result in the exam. During this research it proved to be wrong to consider that solving past exams is a factor with positive interdependence with exam score, because no correlation was found. It is significant to discuss these and all kind of other data-based findings on why student results in mathematics in Latvia are this low to prevent relying on stereotypes reproduced for years and to keep on searching for the best approaches of teaching and learning mathematics.

Factors Affecting the Result of a Secondary School Math Exam