To investigate the impact which continuity in children's programs might have for children's longterm cognitive and noncognitive development, effects of a prekindergarten (PreK) program on children's performance was measured using two cognitive measures at the end of the subjects' first grade year. Staff development activities in selected districts focused on ways to increase the continuity of children's learning experiences. Children in those districts were compared with children in districts with less continuity. Statistical controls were used for age, level of mother's education, family income, and cognitive performance at the beginning of PreK. On the Cognitive Abilities Test and on the Peabody Picture Vocabulary Test, the children in high-continuity districts surpassed children in districts with less continuity in both general reasoning and knowledge of verbal concepts. These findings provide evidence of the effectiveness of activities to strengthen continuity in children's educational experiences when those activities follow a developmental PreK program. (Author/MP)