In order to assess the validity of the relationship of motor skills to academic progress, 20 children from 3 different socioeconomic areas were studied, psychologically, neurologically and sociologically. Their intelligence and school progress were found to follow socioeconomic lines. Neurological status as tested by a scored "extended" neurological assessment failed to show any relationship to academic achievement, however. Medical and sociological information proved to be more important when the factors surronunding parental education, and the history of the mother's pregnancy and labor and the child's neonatal period, were studied. (Author/SET)