The subsequent school progress of children who attended the Get Set Day Care (GSDC) or Prekindergarten Head Start (PKHS) preschool programs compared to peers who had a different type or no preschool experience is examined in this document. The study corroborates the two major findings of the Consortium for Longitudinal Studies: that preschool programs (1) reduce the number of children assigned to special education and (2) increase the likelihood of promotion to grade level. A locally designed assessment form, the Developmental Behavior Checklist (DBC), was also examined in this study and determined to have some predictive utility as an effective initial assessment instrument for identifying "pupils at risk" (i.e., retained in grade or assigned to special education). The children's 1983-84 school placement and their assessed preschool developmental preparation for schooling suggest that the DBC can be used to identify a population of children at risk who may require instructional intervention beyond the regular education program offered to students. The data from the DBC is compiled and presented in a series of seven tables. (DR)