Studies of cognitive development in children are often based on tests designed for specific ages. Examination of the changes of these scores over time may not be meaningful. This paper investigates the influence of early life factors on cognitive development using maths and reading test scores at ages 7, 11, and 16 years in a British birth cohort born in 1958. The distributions of these test scores differ between ages, for example, 20% participants scored the top mark in the reading test at 7 and the distribution of reading score at 16 is heavily skewed. In this paper, we group participants into 5 ordered categories, approximately 20% in each category according to their test scores at each age. Multilevel models for a repeated ordinal outcome are applied to relate the ordinal scale of maths and reading ability to early life factors.
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