The effects of age, readiness, sex, and race variables in first grade on the later reading, spelling, and arithmetic achievement and on the personal, social, and total adjustment of 1,110 culturally deprived fourth-grade pupils were studied. Readiness levels were determined by the Metropolitan Readiness Test; achievement areas were measured by the Metropolitan Achievement Test; and personality adjustment was measured by the California Test of Personality. A 4x3x2 and a 4x3x2x2 factorial design were used to analyze the data. Chronological age significantly affected only the reading scores of Negro pupils. Readiness differences significantly affected all achievement scores and personal and total adjustment, but had no significant effects on social adjustment. There were significant differences, favoring girls, in reading, spelling, social adjustment, and total adjustment. Significant differences, favoring white pupils, occurred in all three achievement areas, but no differences were noted in adjustment. Significant interactions, educational implications, suggestions for further research, and an extensive bibliography are included. (RT)