The primary goal of this project was to determine and evaluate the effects of exposing groups of poverty children to a model educational program for differing lengths of time. The results indicated that the children who participated in the Learning to Learn Program made significantly greater developmental gains than the control children who participated in traditional educational programs. It is pointed out that the most encouraging results obtained were those from the standardized achievement tests (Primary Mental Abilities, Metropolitan Readiness Test, and Stanford Achievement Test) administered to both groups. On almost all subtests of the three achievement tests the experimental group out-performed their controls. It is suggested that this study should be replicated, although the tentative nature of the findings should not detract from their importance. In addition, it was concluded that the data raise hope of the possibility of weighing educational benefit against educational cost. (Author)