CLASS-PLACEMENT AT AGE-8 AND SUBSEQUENT ACADEMIC-ACHIEVEMENT

The relationship between class placement at age 8 and academic achieve ment up to the age of 18 was studied in a birth cohort of Christchurch born children. This analysis suggested three major conclusions: (i), children's class placement at age 8 years was influenced by a complex set of factors, (ii), children who entered Standard 2 by age 8 had hig her scores on standardized tests, and also showed superior academic ou tcomes by age 18, and (iii), to a large extent the superior performanc e of those entering Standard 2 by age 8 was explained by factors which were associated with class placement. Nonetheless, children who enter ed Standard 2 by age 8 had significantly higher scores on standardized tests assessed up to the age of 13, even after adjustment for selecti on processes associated with class placement. However, class placement was unrelated to academic outcomes at age 18 after adjustment for sel ection processes. It is concluded that class placement at the age of 8 had a modest effect on levels of academic achievement during middle c hildhood and adolescence. However, this effect was not evident in a nu mber of indices of school assessed at age 18.