Achievement patterns of one hundred first-grade children are investigated with respect to socioeconomic status and kindergarten attendance. Twenty-five pupils were selected from each of the following groups: (1) middle socioeconomic levels who attended kindergarten; (2) middle levels who did not; (3) lower socioeconomic levels who attended kindergarten; and (4) lower socioeconomic levels who did not. The results of the study support the concept of kindergarten for all children regardless of socioeconomic background. However, data revealed in the investigation indicated that providing such an experience does not make up for past deficits related to socioeconomic status. Further studies in this area are promoted. (MP)