A longitudinal study was conducted to examine long-term effects of the Parent Education Follow Through Program (PEFTP) on participating students enrolled in the Richmond, Virginia, Public School System. PEFTP, one of 15 federally funded national Follow Through models, implements its compensatory elementary education program in various communities throughout the nation. Intended for low-income children in the primary grades, the focus of PEFTP is on parent involvement and parent participation in the educational system. A total of 122 subjects, children who had entered the program as kindergarten students during 1969-70, 1970-71, or 1971-72 (or who had joined one of these cohorts before the third grade) participated in the program for a minimum of 2 years. Each subject had a sibling between 1 and 5 years older and possessed a complete cumulative school record as of the end of the 1980-81 school year. With coded data from subjects' cumulative files, comparisons were made between program participants and their older siblings. Results for special education placement, grade retention, and dropout status were reported. No significant difference was found between groups on years of placement in special education or on frequency of grade retention. A significant difference did favor the PEFTP group on dropout frequency. In addition, significant differences were found favoring the PEFTP females on the frequency of grade retention. (RH)