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Peer reviewedDubas, Judith Semon; And Others – American Journal of Education, 1991
Investigation of the roles of pubertal timing and pubertal status on school achievement for 115 boys and 137 girls followed through grades 6, 7, and 8 indicates that late-maturing boys have the lowest school achievement, whereas late-maturing girls have the highest. Followups at grade 12 indicate few long-term effects. (SLD)
Descriptors: Academic Achievement, Adolescent Development, Cohort Analysis, Females
