The academic careers of three groups of children were followed from grade 1 to grade 12 to determine the effectiveness of early school admission criteria. Children with chronological ages of less than 5 years, 7 months could qualify for early admission into first grade if they achieved a mental age of six years on the Stanford Binet, Form L. Group one consisted of 24 children meeting the criterion for entrance, group two consisted of 24 children not meeting the criterion, while group three consisted of 8 children from group one who obtained a mental age of 7 years or higher. Conclusions were that high I.Q. did not assure school success under regular classroom conditions, early admission produced educational, social and emotional impairment in many children, greater advantages would have accrued if eligible children would not have entered school early, and girls were less adversely affected by early entrance. Experimenters advocate an ungraded school program to allow the child to progress at his own rate emotionally, physically and socially. (SH)