The psychometric properties of the Classroom Performance Profile (CPP), a teacher rating scale, were investigated using primary grade children from economically at-risk families. Students were rated as they progressed from kindergarten through third grade. The CPP demonstrated high internal consistency yielding Cronbach alpha coefficients for the total score of at least .96. CPP ratings were correlated with scores from the Woodcock-Johnson Psycho-Educational Battery–Revised: Tests of Achievement and the Social Skills Rating System–Teacher Form, Elementary Level. Results suggest that the CPP ratings were positively correlated with measures of academic achievement, academic competence, and social skills, and negatively correlated with problem behaviors. © 2002 Wiley Periodicals, Inc.