The purpose of this study was to assess the relation between kindergarten readiness at age 4.5 years (Y) and Special Educational Resources (SER) at ages 9.5 Y in a cohort of extremely preterm infants (<29 weeks gestation). Our cohort, n = 194, consisted of very low birth weight infants (mean 857 g) born at one regional center between 1983-86. 153 infants (79%) survived, follow-up occurred in 149 (97%) at age 4.5 Y and in 123 (81%) at age 9.5 Y. Parent interviews and school records were reviewed. SER was coded as 0=none, 1=at risk, 2=some resources (12:1), 3=intensive (6:1) at both 4.5 Y and 9.5 Y.Table

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Of the 73 children with SER 0 or 1 at 4.5 Y, 27% were at grade level and 25% had repeated a grade. Of the 37 children with SER 2 or 3 at 4.5 Y, 27% were at grade level. Of the 19 mothers whose educational status was less than high school, 75% of the children required some special education resources. Academic achievement was not predicted by 4.5 Y SER. Overall, despite increased survival and freedom from major disability requiring intensive special education, only 27% of children are academically competitive with peers. Pre- and post- natal strategies to address developmental enhancing environments in early childhood and elementary school years are indicated.(Supported by March of Dimes; ONY, Inc. and Forest Laboratories)