This project was designed to follow up a group of 163 mothers and their 4-year-old children, who were subjects in a study of the differential effects of middle class and lower class cognitive environments on Negro urban preschool children. The objectives of the followup project were: (1) the expansion of the investigation of cognitive input features of the home, (2) the prediction of the child's cognitive development and school achievement during his first 3 years of school from preschool data, and (3) the longitudinal analysis of the growth of cognitive abilities over these years. The data of this project was obtained by presenting to the child tests measuring cognitive abilities, impulsivity, and reading readiness; and, to the mother, tests measuring her attitudes about school, her intelligence level, and her flexibility of thought. Because of the longitudinal nature of the followup project, the data analysis is not yet complete. Available results indicate that some of the tests, like Kagan's measure of reflectiveness, discriminate between mothers according to social class, while some of the other tests do not. The same effect has been found for the tests administered to the children. Data analysis of the relationship between home environment and child performance in school was not yet complete. An appendix containing descriptions of tests used in the project follows the report. (WD)