In the spring of 1984, the status of 131 students in Canada's 1980-81 junior kindergarten classes and 587 students in 1981-82 classes was documented by a follow-up study. Analyses consisted of frequency distributions for each relevant variable, compiled separately for students identified as "model" or "compensatory" in each junior kindergarten cohort. For both cohorts, results indicated that compensatory students are much more likely than students in general to receive unfavorable early identification ratings. Conversely, model students are less likely than students in general to receive unfavorable ratings. These trends were more marked for the early follow-up years and for the 1980-81 cohort. Data additionally showed a slightly greater tendency for children in the compensatory group to either repeat a grade or to be enrolled in a special class. It was concluded that a significant number of compensatory junior kindergarten students require continuing special attention. (RH)