Whereas there has been extensive use and study of standardized assessments to predict academic performance at the high school, college and graduate school levels, there is little research on the predictive power of assessments at the middle school level. The current study investigates the Aurora Battery, an assessment based on Robert J. Sternberg's theory of Successful Intelligence, comprised of analytical, practical, and creative cognitive abilities, to predict middle school grades and their growth over a school year among a sample of 145 middle school students. Using latent growth curve models of grades in four subject areas and grade point average (GPA) across three grading periods, our findings indicate that the indicators of performance on the Aurora Battery predicted a substantial amount of overall academic performance (GPA) one year following the battery's administration as well as their growth the subsequent year, evidencing Aurora's predictive validity. Further, our results highlight the differential contribution of each of the abilities measured by Aurora in different subject areas. Implications are discussed regarding the development of targeted educational provisions tailored to children's cognitive profiles.