This report summarizes the findings of the Developmental Continuity Consortium, a collaborative effort of twelve research groups conducting longitudinal studies on the outcomes of early education programs for low-income infants and preschool children initiated in the 1960's. The educational experiments conducted were of three general types: (1) home-based parent education programs; (2) center-based preschool programs; and (3) combined preschool center and home visit programs. Data discussed in this report include (1) data collected independently by each research group at the beginning of its program and over a number of years after the program ended; and (2) follow-up data collected in 1976-77 when the subjects were 9-18 years old. Measures used in the current follow-up study include Parent and Youth Interviews, IQ tests, achievement tests, and data from school records. Data were collected for program children and their control or comparison group. Combined results indicate that (1) early education significantly reduced the number of children assigned to special classes; (2) early education reduced the number of children held back one or more grades; and (3) children from all three types of programs surpassed their controls on IQ tests for up to three years after the end of the program. Results, conclusions and implications, methodological problems and further analyses are discussed. (SB)