The relation between Bayley Scale and Stanford-Binet measures in preschool and scholastic achievement at pre-adolescence is examined in the context of an early age intervention. The program sought to normalize the socio-cognitive development of disadvantaged 2-year-olds directly and through a training program for mothers. The follow-up includes a measure of parent-child interaction as an index of potential intervention influence on family processes. The effects of social class, culture and sex are also examined. Performance on various school subjects was predicted differentially by demographic factors, early test and intervention style measures. Correlational patterns were found to differ among experimental and control groups. Implications are drawn for family-oriented intervention and the interpretation of early cognitive test performance. A six-page list of bibliographical references is attached. (Author/JAZ)