Collins, Wright, Anderson, Huston, Schmitt, and McElroy (1997) examined the effects of television watching during early years on academic achievement in adolescence. Specifically, they looked at type and amount of television viewing at age 5 on achievement during high school. The sample was made up of 491 students (86% of original preschool sample) from White working class and middle class families who were re-interviewed at age 15. Net of controls, math grades and book use (reading) were predicted by the viewing of child-informative programming during preschool years. Viewing Sesame Street, a child-informative program, was predictive of book use, GPA, and science, math and English grades. For boys, child-informative television viewing during preschool years was predictive of grades in English, math, science, GPA, and book use. For girls, Sesame Street viewing and viewing of child informative programming overall at age 5 was not predictive of grades, GPA, or book use. Adolescent boys who had viewed television programming that was not child-informative at age 5 did not have significantly lower test scores than boys who had not watched such programming.