West Virginia shares with the rest of the nation a common sense brand of human capital theory that sees improved education as the corrective for unemployment and economic decline. Early and continuing intervention for less advantaged students is acquiring the status of a favored educational and long-term economic development tool. This study suggests that context determines educational outcomes, not the other way around. In December 1991, the Administration for Children, Youth, and Families (ACYF) instituted a pilot program aimed at maintaining through grade 3 the gains that accrue from Head Start participation. Post-Head Start Transition now has demonstration projects in 31 states. At one site, located in two county school districts in rural western West Virginia, 211 students were followed from kindergarten through grade 3. The students attended seven control schools and five schools providing transition services: staff development on developmentally appropriate education, health care for students, encouragement for parent participation, and assistance in securing needed social services. Quantitative program evaluation consisted of analysis of annual results of five achievement tests mandated by ACYF. Findings indicate that neither Head Start participation in preschool nor transition participation in the primary grades affected achievement scores. Contains 53 references, 8 data tables, and detailed discussion of statistical analyses. (SV)