This study tested an integrative longitudinal model of the early schooling process on three first-grade outcomes for 1,539 poor urban ethnic minority children (1,470 Black; 69 Hispanic). The model views educational attainment as a function of readiness characteristics upon entry into kindergarten and intervening kindergarten and first-grade social-psychological variables. A block recursive path analysis was used to test the model. Major findings were that cognitive readiness resulting from kindergarten experience had pervasive indirect effects on all first-grade outcomes, and intervening variables of motivation, peers, parent involvement, and mobility had significant direct and/or indirect effects on the attainment process. These latter variables are directly under the influence of families and schools. The links in the attainment and motivational patterns are still forming. The stability of results needs to be monitored carefully. Four illustrations and one table of statistical data are included. A list of 56 references is appended. (FMW)