THE RELATIONSHIP BETWEEN LATE ENTRANCE TO THE PUBLIC SCHOOL CLASSROOM AND THE SOCIAL AND EMOTIONAL ADJUSTMENT OF THE TRANSFER CHILD AND OTHER MEMBERS WITHIN THE CLASSROOM STRUCTURE WAS INVESTIGATED. FOUR ASPECTS OF THE PROBLEM OF LATE SCHOOL ENTRANCE WERE EXAMINED. NOTED EFFECTS WERE ON--(1) THE TOTAL SOCIAL STRUCTURE OF THE CLASSROOM, (2) THE SOCIAL STATUS OF THE LATE SCHOOL ENTRANT, (3) THE EMOTIONAL ADJUSTMENT OF THE LATE SCHOOL ENTRANT, AND (4) THE RELATIONSHIP BETWEEN THE TEACHER AND THE LATE SCHOOL ENTRANT. CHILDREN IN 25 CLASSROOMS, GRADES 4-6, CONSTITUTED THE STUDY SAMPLE. THE EXPERIMENTAL GROUP CONSISTED OF OVER 50 CHILDREN WHO ENTERED THE CLASSROOMS DURING A 2 1/2 MONTH PERIOD, MIDSCHOOL YEAR. CONTROL SUBJECTS WERE A NUMBER OF PUPILS WHO BEGAN IN THE CLASSROOMS AT THE START OF THE SCHOOL YEAR AND WHO REMAINED THEREIN. BY EXAMINING A NUMBER OF TEST SCORES OBTAINED AT SCHOOL ENTRY, DURING THE COURSE OF THE SCHOOL YEAR, AND AT THE END OF THE YEAR THE INVESTIGATORS NOTED THAT THE AREAS OF SOCIAL ACCEPTANCE AND SOCIAL STATUS SHOWED THE GREATEST AMOUNT OF DISPARITY BETWEEN THE TWO GROUPS. OTHER TESTS MEASURING ADJUSTMENT REVEALED NO SIGNIFICANT DIFFERENCES. HOWEVER, THE RELATIONSHIP OF LATE SCHOOL ENTRANCE AND MEASURES OF ACADEMIC ACHIEVEMENT REMAINED UNEXPLORED. (JH)