During the 1978-79 school year, an early identification (EID) process based primarily on teachers' judgments was applied in kindergarten and grade 1 classes. The EID ratings, made separately for language/reading and mathematics, consisted of the following scale: 0 = no judgment made; 1 = student will be ready, by the end of the school year, for the next school year's work; 2 = student may not be ready for the work of the next school year; and 3 = it is quite certain that, by the end of the school year, the student will not be ready for the next year's work. In the 2 years following the implementation of the EID procedure, the process was extended to cover grades 2 and 3. Subsequently, identification procedures have been applied annually. A number of previous reports have described findings and provided some evidence concerning the concurrent and predictive validity of the process. This study represents a further attempt to assess predictive validity by relating teachers' ratings to students' scores on standardized tests of academic aptitude and achievement. Additionally reported are a detailed analysis of the pattern of students' early identification ratings over the 1978-79 to 1981-82 years and the relationship of these patterns to students' sex, age, ability, and achievement. The association of student geographic mobility with student characteristics and early identification ratings is also described. Generally, the 4-year follow-up of the 2,569 students in kindergarten classes of 1978-79 confirms the findings of earlier studies, indicating that EID ratings have satisfactory predictive validity and that changes in students' status from year to year are sufficient to justify annual screenings. (RH)