The current archival study examined the predictive validity of a locally developed kindergarten readiness assessment, the Criterion Referenced Inventory of Developmental Tasks (CRIT). Specifically, the ability of the CRIT to predict kindergarten, first, and second grade reading, mathematics, and language arts achievement was evaluated. A second purpose of this study was to determine whether specific subtests of the CRIT would provide a better prediction for kindergarten, first, and second grade academic achievement. Additionally, this study attempted to explore the diagnostic accuracy of the CRIT in predicting special education status using specific cut-scores. The sample consisted of 47 participants (27 males and 20 females) between the ages of 4 years 5 months and 5 years and 8 months who attend school in a town of high socioeconomic status. Pearson correlation coefficients for all dependent and independent variables were calculated to understand the strength and direction of the linear relationships between variables. Overall, the CRIT distinguished between non-classified and classified special education students. It was found to be equally predictive for males and females. Further, the CRIT readiness and auditory perception subtests provided the best prediction of reading achievement when compared to the remaining subtests of the instrument with the readiness subtest appearing most predictive of first and second grade math achievement. Importantly, the CRIT displayed a similar pattern of correlations with an established measure of readiness (Brigance K & 1 Screen) with no observable advantage of using one instrument versus the other. A variety of cut-scores were examined to explore the test's accuracy in predicting special education status. Analyses indicated that school districts select the most appropriate score based on the tolerance for false positive/negative results and the needs of an individual district. Limitations of the present study, implications for practice, and suggestions for future research were also discussed. (author abstract)