Abstract

Representative samples of 729 American, Chinese, and Japanese 1st graders were given achievement and cognitive tests. Mothers were interviewed. Ten years later, 475 of the students participated in a follow-up study in which they were interviewed and given achievement tests. Results revealed high stability of achievement relationships within all 3 societies. Measures of early cognitive abilities were consistently related to the families' socioeconomic status and exerted their influence on later achievement either through 1st-grade achievement scores or through evaluations made by their mothers. The percentage of variance in achievement scores accounted for by the path models was between 49% and 59% at 1st grade and between 38% and 51% at 11th grade. Despite statistical differences in mean scores on the achievement tests, the associations between early predictors and later achievement were similar in the 3 cultural groups, indicating that differences in mean scores may not be accompanied by differences in interrelationships.