Chapin Hall has been conducting an implementation and evaluability study of the ECCI (Early Childhood Cluster Initiative) project since the midway point of its first year. As described in the authors' first report (Spielberger & Goyette, 2006), the initiative made considerable progress in its initial year, particularly in implementing the High/Scope curriculum in the classroom, training and mentoring teachers, and developing relationships with families. However, not all components of the initiative could be fully implemented the first year, including the use of the Child Observation Record (COR) and a program of activities to promote parent involvement. In addition, participants suggested that more time was needed to integrate the ECCI program into the school setting and build foundational relationships with school administrators, Beacon Center staff, and other service providers. Thus, the goals for the second year of the evaluation were to carry out a fuller study of implementation; review administrative data on the children participating in ECCI; continue to work with local stakeholders to examine the initiative's goals, activities, expected outcomes, and theory of change; and determine the feasibility of an outcome evaluation. The study collected information on several different components of program implementation in the school-based sites and the community childcare center, including children's experiences, parent involvement, teacher knowledge and practices, and connections with Beacon Center directors and school administrators. For several reasons--evaluation findings at the end of the second year indicating variability in program implementation within the initiative, expected reductions in the size of the program and changes in leadership at the school district, the re-allocation of resources for on-site training of staff, and the new logic model for the parent involvement component--the authors recommended that the third-year evaluation continue to examine the progress of program implementation. The authors turn now to the third-year findings. They begin in Chapter 2 with an overview of program implementation and assessments of program quality. They then describe the experiences and perspectives of preschool and kindergarten teachers and administrators at the ECCI schools in Chapter 3, and the perspectives of parents of ECCI children in Chapter 4. In Chapter 5, they present the analysis of administrative data on children's characteristics, school readiness scores, and school behaviors. In the final chapter, Chapter 6, they summarize the findings and discuss their implications for future program development research. Appendices include: (1) Spring 2008 Surveys; (2) Survey Sample Characteristics; and (3) Comparison of School Readiness Measures: ECHOS (Early Childhood Observation System), DIBELS (Dynamic Indicators of Basic Early Literacy Skills), and T-CRS (Teacher-Child Rating Scale). A bibliography is also included. (Contains 55 tables, 11 figures, and 46 footnotes.) [For the full first-year report, see ED500596. For the full second-year report, see ED500600.