This paper discussed Consortium for Longitudinal Studies findings which demonstrate that, contrary to first impressions from earlier evaluation studies, early intervention preschool programs do have generally positive long term effects. A public information campaign to communicate these findings through all media is advocated. Problems of clarifying the picture of preschool programs, such as variety in program quality, are discussed. To standardize programs for assessment purposes, minimum criteria or experience thresholds for legitimate programs of preschool education should be identified. For more precise program assessment, organismic variables such as hemispheric dominance, cognitive style, anxiety-neuroticism, extraversion and self esteem are considered more relevant to differential response to treatment questions than demographic variables and gross classifications such as pretest IQ, family structure and maternal educational expectations for the child. Further investigation of background variables related to children who are "super-responders" and "hard core unresponsives" to early education is advised. It is suggested that encouraging but limited data on reliability of findings should be tested by comparison with data from other high quality programs. (RH)