There is a great deal of research documenting the relationship of peers to academic
achievement in late childhood and adolescence, but little work documenting the
extent to which this holds for younger children. The current research examined the
classroom social structure and academic achievement of inner-city African-American
early elementary schoolchildren. Ninety-two (53 boys, 39 girls) first-graders from
two inner-city schools were followed for 2 years. Teacher ratings of popularity and
academic ability were positively related, and distinct peer groups marked by similar
levels of achievement of constituent members were identified. Longitudinal analyses
found support for selective affiliation based on academic achievement.
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