AbstractIn a four‐year follow‐up study, the performance of 338 children on the Miller Assessment for Preschoolers was compared to indices of school functioning. Criterion measures included: retention in school, poor teachers' observations, assignment to special services or special classes, and below average report card grades. Results showed that preschoolers with low MAP scores were significantly more likely to be represented in school problem categories than were preschoolers with higher MAP scores. MAP Total scores differentiated problem and no‐problem school children under all eight problem categories. These results confirm the predictive value of the MAP. Implications for refining school outcome variables in validity research on preschool screening instruments are disc