An extension of an earlier longitudinal study of thriving, average, or non-thriving kindergarten children, this study examined the intellectual, academic, social, self-directive, and temperamental characteristics of children from kindergarten to grade four. Fifty-four of the children were perceived by their junior or senior kindergarten teachers as "thriving in terms of your goals"; 64 were perceived as "making average progress"; and 50 as "not as yet thriving" in kindergarten. Forty-six children were in a junior kindergarten-grade 1-grade 3 cohort, while the remaining 112 children were in a senior kindergarten-grade 2-grade 4 cohort. Data obtained included test data on language, memory, and academic achievement; and teacher-rated data on self-direction, resistance to distraction, social abilities, resistance to frustration, and risk-taking. Results indicated that differences between children perceived in kindergarten as thriving, average, or not thriving persisted through grade four for language, academic achievement, and teacher ratings of self-direction, resistance to distraction, and risk-taking. Achievement differences were greater for the senior-kindergarten-grade 4 cohort, but still significant for the junior-kindergarten-grade 3 cohort. Rating differences were of the same magnitude for both cohorts. Results of data analysis also concerned children who were perceived by grade three and four teachers to have changed in thrive status versus those who had not. Children "shifting" between average and thriving status or vice versa had corresponding changes in achievement tests and teacher ratings. (Author/HOD)