On the basis of a reevaluation of earlier data, doubts are raised about how much economically-disadvantaged children have learned from the educational television series, Sesame Street, and whether the program is widening the gap that separates the academic achievement of disadvantaged pre-schoolers from that of their more affluent counterparts. Included were analyses of the Educational Testing Service research on six-months' viewing of Sesame Street, and studies conducted by Louis Harris, Daniel Yankelovich and others. Indications were that learning increased as a result of viewing when an active encouragement-to-view campaign was conducted, but that gains could not be shown without the campaign; that disadvantaged parents tended to read less to habitual viewers; and that viewing was positively correlated with indices of parental income and education. Acknowledging that the research used was not specifically designed to compare learning gains or possible achievements, the authors recommend that research be commissioned directly to explore those points. (SK)