During the 1978-1979 school year an early identification program for pupils in kindergarten and grade 1 was designed to select those students who would have difficulty with the London, Canada, mathematics or language arts curriculum. The identification program, based primarily on teachers' judgments, was extended in the two subsequent years to cover grades 2 and 3. During this period a number of studies have provided data concerning the concurrent and predictive validity of the early identification process. The study reported here represents a further attempt to establish predictive validity by relating teachers' ratings to students' scores on standardized tests of academic aptitude and achievement. In addition, some detailed analyses of the pattern of students' early identification ratings during the periods from 1978 through 1979 and from 1980 through 1981 are reported, and the relationship of these ratings to students' sex, age, ability, and achievement is discussed. (Author/MP)