A model is presented for the improvement of compensatory early childhood education through more effective use of student and staff time. A framework for research to test the model is also suggested. Sections of the document prefacing discussion of the model include (1) an overview of the historical antecedents and development of early childhood education in the United States and (2) a review of research on the use of student and staff time. The review focuses on studies of allocated time, engaged time (or time-on-task), and academic learning time. Research on teacher behavior and effective teaching practices is also discussed. Other features of the document include listings of antecedents and basic principles related to the Portland diagnostic/prescriptive learning model and a listing of research implications incorporated into the design of the model. Skills to be fostered in staff as the model is implemented are also enumerated. The section providing a framework for research on the model points out requirements for effective field-based studies of early childhood education and offers a table coordinating variables related to early childhood education and appropriate measurement approaches. (RH)