Predicting First-Grade Achievement Through Formal Testing of 5-Year-Old High-Risk Children

Abstract

The predictive ability of 10 developmental variables measured at age 5 to predict academic achievement at the end of first grade was studied with 40 inner-city Headstart children. While some moderate significant relationships were found between formal tests administered in kindergarten and an achievement test administered at the end of first grade, the value of these formal tests to predict later academic achievement was limited.