Initial results from the Brookline Early Education Project (BEEP) are presented. The project provided a comprehensive set of educational and diagnostic services to families and children from birth up until entry into kindergarten. Teacher ratings and independent observers recorded the classroom behavior of program participants as well as a group of comparison children. The analyses focused on identifying children who did not reach minimum standards in school social and mastery skills. Classroom observations indicated that fewer children who participated in the project were having difficulty. The results favored the BEEP participants, particularly in the area of social skills. These results were consistent regardless of the family background characteristics that were considered. On the teacher ratings there were no overall effects, but significant interactions between program participation and family background characteristics indicated that participating children generally had fewer problems than comparison children in those subgroups where problems would ordinarily be expected to be more prevalent. The study reported here is still in progress. Important future steps will be to look for program impact in other areas in order to obtain a more comprehensive picture of school competence, including health, parent involvement and developmental status. (Author/PN)