A second year evaluation of the educational television series "Sesame Street" was carried out. One aspect of the study was a replication of the first year study and an exploration of the impact of the second year's extended and new goal areas. The second aspect was a followup of at-home disadvantaged children who were subjects in the first year evaluation. New data were gathered from disadvantaged children in Winston-Salem, North Carolina, and Los Angeles, California. Children in these cities were divided into an "encouraged" group--(their television sets were modified to receive the Sesame Street program by a cable hook-up or UHF adaptor), and a "not-encouraged" group, which served as a control. It was found that encouraged students viewed more than not-encouraged students and that those who viewed more learned more of the readiness skills taught by the program. A followup study, conducted in Boston, Durham, and Phoenix, showed that students who viewed Sesame Street a second year improved still more in learning complex skills. Those who viewed the program for one year and then entered school were found to be more positive in their attitudes toward school and toward other races. Appendixes contain questionnaires, tests samples, survey forms, and other substantiating data. (JY)