This report describes the second year of the longitudinal study (year 3 of the program) of Georgia's Prekindergarten children and families and presents kindergarten results, 1 year after program attendance. The sample was comprised of 534 kindergartners and families, half of whom had a full school year of the prekindergarten program. The comparison group, stratified on ethnicity, gender, and SES, was selected in equal numbers from three geographical areas in Georgia. A family questionnaire on demographics and use of social services was used to select the comparison group. Teachers completed three instruments: (1) The "Developmental Rating Scales," a project-designed instrument to assess physical, self-help, social, academic, and communicative development; (2) "Teacher Questionnaire," regarding absences, referrals, and promotions; and (3) "Family Participation in School Activities," ratings of participation in various parent opportunities. Results indicated that Prekindergarten children differed from comparison children in several ways including: (1) higher ratings in all five developmental areas; (2) fewer kindergarten absences; (3) more promotions to first grade; (4) higher mothers' occupational level. There was little difference in demographic variables and no difference in parent participation or the number of referrals for special services. For both prekindergarten and comparison groups, parent participation and school attendance were correlated with children's development and promotion. (Includes 12 tables and 1 figure.) (KDFB)