A 15-MONTH EVALUATION RESEARCH STUDY OF THE 1965 SUMMER HEAD START PROGRAMS WAS CONDUCTED THROUGHOUT THE STATE OF TEXAS. A SCHEMATIC MODEL OF INTERACTING FACTORS OPERATING THROUGH HEAD START PROGRAMS TO PRODUCE AND PREDICT CHANGES IN EDUCATIONAL DEVELOPMENT AND IN OUT-OF-SCHOOL ENVIRONMENT WAS DEVELOPED. THIS MODEL GENERATED THE EMPIRICAL EVALUATION RESEARCH. IT WAS THOUGHT THAT VARIATIONS IN TEACHING BEHAVIOR PATTERNS WOULD HAVE AN EFFECT ON VARIOUS KINDS OF BEHAVIORAL CHANGES IN THE PUPILS. SEVENTY HEAD START CENTERS IN 40 COMMUNITIES WERE CHOSEN AND PRESUMED TO BE ADEQUATELY REPRESENTATIVE. A NEW RATING-SCALES DEVICE, THE OBSERVOR'S RATING FORM WAS DEVELOPED TO MEASURE THE CLASSROOM BEHAVIOR OF THE 1256 TEACHERS. TRAINED OBSERVER TEAMS MADE OBSERVATION VISITS TO THE CLASSROOMS. CHILDREN, RANDOMLY CHOSEN FROM THE CLASSROOMS, WERE TESTED BY QUALIFIED PSYCHOMETRISTS EARLY IN THE EIGHT-WEEK PROGRAM AND AGAIN LATE IN THE PROGRAM. TESTS ADMINISTERED WERE THE PEABODY PICTURE VOCABULARY TEST, THE SEQUIN FORM BOARD, HUBBARD'S GROUP ADAPTATION OF BENDER'S VISUAL MOTOR GESTALT TEST, AND CALDWELL'S PRESCHOOL ACHIEVEMENT INVENTORY. THE ONE SALIENT CONCLUSION DRAWN FROM THE REPORT IS THAT THE 1965 SUMMER HEAD START PROGRAM IN TEXAS CHANGED THE CHILDREN IN VARIABLE YET GENERALLY SIGNIFICANTLY PREDICTABLE WAYS SUCH AS IN SCHOOL READINESS. (MANY TABLES AND FORMS ARE INCLUDED.) (EF)