The 1968-69 evaluation of Kentucky's Rural Child Care Project had 5 major objectives: to assess the relationship between a child's attendance in a Child Development Center and his subsequent intellectual performance and academic achievement in elementary school; to evaluate the impact of changes in the Child Development Program itself on participants' later academic achievement; to ascertain the relationship between familial values and achievement behavior in former project children; to continue assessment of the effects of combined homemaking and child development services on parents of children enrolled in the project; and to ascertain the impact of the project of the elementary schools of participating counties. Findings relating to the 8 hypotheses tested included the following: (a) that, during 3 years of public school, scores of 23 former project children showed a decline on the Stanford-Binet Intelligence Scale; (b) that scores on the California Achievement Test of former project children in grades 2 and 3 did not differ from their matched nonproject controls; (c) that there was generally no difference between former project parents whose children were designated under- or over-achievers in terms of value orientations; (d) that current project parents who received combined homemaking and child-development services for 6 months did not increase their level of general morale more than comparable parents receiving only child-development services; and (e) that, while 2nd- and 3rd-grade teachers reported favorable attitudes toward the project, some also believed that project teachers should be better trained and that project children should be better disciplined. (MJB)