This report summarizes the impact of Georgia's Prekindergarten Program on two cohorts of children and families. About half of Cohort 1, 214 children and families, now in first grade, attended the Prekindergarten Program for less than 1 year when it was a pilot program. Half of Cohort 2, 534 children and families, now in kindergarten, had a full school year of the program. Comparison groups for each cohort, stratified by ethnicity, gender, and SES, were selected in equal numbers from three geographical areas in Georgia. A family interview (Cohort 1) or questionnaire (Cohort 2) was used to obtain information on demographics and use of social services. Teachers completed questionnaires quantifying parent involvement. The Developmental Rating Scales, a project-designed instrument, evaluated physical, self-help, social, academic, and communicative development. The Kindergarten Teacher Questionnaire was used to obtain information on absences, referrals, and promotions and was completed during the last week of school. Results indicated that Cohort 1 prekindergarten and comparison children and families did not differ in any area. For Cohort 2, however, children completing prekindergarten differed from comparison children in several ways, including: (1) higher ratings in all five developmental areas; (2) fewer absences; and (3) more promotions to first grade. There was no difference in parent participation in kindergarten. For both prekindergarten and comparison groups, parent participation and school attendance were correlated with children's development and promotion. Prekindergarten children in center-based programs received higher first-grade ratings on social development than home-based children. (KDFB)