Four of the most commonly used procedures for classifying children into social status groups were compared on such psychometric properties as temporal stability and discriminant validity. The degree of concordance in assigning subjects to status groups by the 4 procedures was also examined. Two samples N = 571 and N = 548 of boys and girls were followed from Grade 3 to Grade 5. The results indicated that the choice of a particular sociometric measure and method depended largely on the researcher's goals, because each system maximized different properties; however, 2-dimensional systems yielded better behavioral discriminability. The research paradigms in which each system will be most useful are outlined, as well as the consequences of using each system.