The predictive properties of the Gesell School Readiness Screening Test, which measures developmental age (DA), were examined in two independent subject samples. Analyses examined the correlational properties of DA with first-grade achievement, incremental validity of DA over chronological age, effects on long-term achievement of 2-year and 1 -year kindergarten programs for students who start school with low DAs, and accuracy of classification by DA. Modest positive correlations were found between DA and achievement (.29 -. 39); DA showed a significant increment in prediction over chronological age. Correlations were not sufficient to enable accurate classification of mature and immature students. Students with low DAs were found to be misclassified most frequently. Inadequate support was found for the 2-year treatment of students who start school with initially low DAs.
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