Results of ESEA/Title I programs designed to prepare educationally disadvantaged children for school in eight New York state school districts are contained in the 3-year report on a total population of 1,805 children. Standardized intelligence and readiness tests given at the beginning and end of prekindergarten were used to determine the effectiveness of the programs. It was found that such programs were beneficial for disadvantaged but not for nondisadvantaged participants, that certain programs stressing language development were most beneficial, that program effectiveness increased over the 3 years, that boys and girls benefitted equally, that disadvantaged white children benefitted more than did disadvantaged nonwhite children, and that no significant interaction occurred between sex and race. A study of standardized test scores after the kindergarten year showed a continuance of these effects. Further studies are planned involving testing at the end of grade 1. References and tables of results are included. (MD)