This report is the 2-year followup evaluation of a proposed 4-year grant, studying the effects of a sequential learning program on disadvantaged children. Four- and 5-year-olds (N=86) were matched on several developmental variables, with one group at each age entering the Learning to Learn Program at either the nursery or kindergarten level. The other two groups served as controls and entered day care centers or traditional type kindergartens. During the second year of the project the experimental groups either attended kindergarten or first grade at the Learning to Learn School, and the control groups attended either Title I kindergarten or traditional first grade classes in public schools. Experimental and control groups were tested on measures of intelligence, psycholinguistic ability, visual motor ability, primary mental abilities, readiness and achievement. Results indicate that the children who began the program at age 4 have made much larger developmental gains than children in the matched control group. To a lesser extent, the children who began the program at age 5 have advanced more rapidly than their control group. An appendix gives individual raw data collected, descriptions of tests used, and rating scales. (Author/NH)