The primary purpose of this policy study was to identify and examine early intervention policies for young children at risk of academic failure in selected state education agencies (SEAs) in the North Central Region of the United States. The secondary purpose was to document the processes by which the selected states in the north central educational region developed their early intervention policies and legislation. Copies of state legislation, policies of departments of education, and accompanying rules, guidelines, and requirements were obtained from SEA personnel and legislators. The literature was surveyed in an effort to gain a historical perspective on the field of early intervention. In addition, national education and government organizations and associations were contacted by letter and telephone in an effort to obtain their position or policy statements on early intervention and early childhood education. A number of research, policy, and advocacy organizations were also contacted for background information. High/Scope and the National Association for the Education of Young Children were contacted for information to be used as a basis for analysis of SEA policies and legislative mandates. This study offers discussions of the states' early intervention policies and legislation, the comparative analysis which was conducted, and policy implications of early intervention. A list of abbreviations and a glossary are included; two lists of organizations are appended. (120 references) (RH)