Figure 1.

The lines indicate the observed trajectories of peer acceptance from fall of 6^th grade to spring of 9^th grade. The plots are for (a) number of friendship nominations received (indegree centrality), (b) attractiveness as a friend (adjusted indegree centrality), and (c) network bridging potential (betweenness centrality). The small “dip” in number of friendship nominations received between 8^th and 9^th grade may be due to structural changes (e.g., school transitions) that occurred in 12 of the 14 communities during this period. However, there is no reason to suspect that these changes disproportionately impacted any of the three behavioral groups.