Fourth-grade follow-up achievement outcome data of placed and nonplaced transition extra-year school readiness samples indicate a nonsignificant standardized score difference, as noted in the second-grade findings. New analysis of correlation data indicates that within-sample age distribution shows a positive correlation with standardized achievement test scores in a study sample of non-at-risk students nonretained or recommended for retention. This age-achievement correlation is strong in kindergarten, with decreased effects by second and fourth grade. Four study samples of at-risk students (students retained in a transition extra-year school readiness program, students recommended and eligible for such placement but not placed, students retained in kindergarten through second grade, and students held out of school prior to kindergarten) reflect moderate inverse (negative) correlations between age and achievement test scores, with increasing inverse effects in fourth grade. Effect analysis and implications are discussed. Requests for reprints should be sent to Phil Ferguson, Office of Special Services, UCSD#I, Box 6002, Evanston, WY 82931. 'Comparison studies of SRP-placed and nonplaced samples generally have two means of obtaining comparison samples for study. One method is to have same-grude students, reflecting administered longitudinal outcome measures given to same-grade samples of matched/equated students recommended for transition placement who entered kindergarten in subsequent differing years. The other method is to have same-age, different-grade longitudinal outcome measures, examining placed and nonplaced matched/equated students who were initially together in spring of kindergarten and thereafter were in different grades one year apart (since the placed sample was held back). The author used the first means.
'The authors have not found reference to this inverse relationship in the literature on "at risk" students, although it has been noted (Shepard, 1995). University-based researchers may be more likely to have knowledge of this relationship than the present authors.