This report presents a pre- and posttest evaluation of the first program year of the Kamehameha Early Education Program (KEEP). Each of the 28 children in the KEEP kindergarten class received three tests: the Wechsler Preschool and Primary Scale of Intelligence (WPPSI), the Metropolitan Readiness Test (MRT), and the Standard English Repetition Test (SERT). The testing scores from the fall and spring were compared on the basis of their correlations with each other and with other variables, such as socioeconomic factors. Improvement on the MRT was only moderately correlated with changes in I.Q. scores. The children with the greatest changes in I.Q. scores tended to have had less school experience and came from lower income families. The high and low MRT change groups showed significant differences on only three of 100 variables, and the three were not in any particular group of variables, as were significant variables of the high and low I.Q. change groups. SERT scores were highly correlated with all three I.Q. test measures for both pre- and posttestings, and were consistently related to socioeconomic factors. While SERT scores did significantly increase from fall to spring, the change in SERT scores did not correlate with initial scores. (Author/JMB)