This study examined scores on second, third and fourth grade reading and mathematics tests to determine the effects of beginning school age on later school success. The analysis involved 352 participants in one rural school district in Western New York. Participants were divided into three groups: (a) age appropriate for entrance to school, (b) young for entrance to school and (c) delayed from entrance to school. Differences among the age groups and between the genders were investigated. No statistically significant differences were noted among the three age groups or between the genders on either the reading or mathematics achievement measures. (Contains 7 tables and 2 figures.)