This study uses survival analysis to investigate when maltreated children may become at risk in their school performance. While past research captures the average effect of maltreatment on academic achievement, it has not addressed how the effect is distributed across time. Using a sample of 330 maltreated and 330 non-maltreated children, researchers concentrated on poor grades (D, F, or Unsatisfactory) in English and mathematics and grade repetitions as their outcomes of interest. Maltreated children displayed greater risk than non-maltreated children for most outcomes from kindergarten through sixth grade. First grade was the time of highest risk for grade repetition for maltreated children whereas second grade was the period of highest risk for non-maltreated children. For mathematics and English grades, kindergarten was the time of greatest risk for both maltreated and non-maltreated children. While both groups exhibited similar outcomes for English grades, they varied for grade repetitions and math grades. While it is not surprising that maltreatment is associated with higher risk, these results suggest that maltreatment status may also produce differences in the timing of the risk. Included are 12 graphs which present the statistical findings. (RJM)