This presentation discusses longitudinal results of a home-based program for low SES black and white children whose parents received weekly visits designed to chart children's individualized enrichment when they were from 2 to 5 years of age. The program drew upon school and community resource personnel when appropriate, to provide parents with help on medical and nutritional questions. Approximately one-third of all participating children were identified as having physical, social or emotional needs requiring referrals to at least one community agency. For subjects without physical, social or emotional problems, attention centered on intellectual development. Individualized enrichment was built around an integration of each child's interests and results of periodic diagnostic evaluations obtained through an achievement oriented preschool test. Third grade achievement test scores on the "Iowa Test of Basic Skills" found participating black children outperforming their older and non-Home Start siblings by significantly higher scores on 11 of the "ITBS" subtest measures; no significant differences were obtained with participating white children and their non-program siblings. Results indicate that, especially for black children, home-based preschool enrichment may more effectively promote growth in math and basic skill areas related to Cattell's crystallized intelligence, with more limited enrichment effects in language-linked subject areas such as vocabulary and reading. (Author/RH)