Evaluation data are presented for the Open Door infant, toddler, and preschool programs (Las Cruces, New Mexico) for handicapped young children. Effects of intervention are reported in terms of learner gain for each child, mean gains for each child across developmental areas, mean gains for groups within each developmental area, subsequent placements for graduates for the preschool programs, and financial costs in relation to regular and special education public school programs and institutionalization. Findings are said to include that graduates were remaining in local public school programs, and that the costs compared favorably to those reported in recent literature. (CL)