Results of an evaluation of the Early Childhood Project for the 1970-71 year are presented. The program continued to focus upon communication skill development and parent involvement. Inservice training for teachers and aides was continuous throughout the year. To determine if more organized, purposeful early childhood experiences would enable the child to attain a higher score on standardized tests, in November 1970 the Boehm Test of Basic Concepts was administered to 363 All Day Kindergarten with Pre-School students, 49 All Day Kindergarten without Pre-School students, and 141 Half-Day Kindergarten students. The Metropolitan Reading Readiness Test was administered in April 1971 to a random sample of six All Day Kindergarten classes and six comparable Half-Day Kindergarten classes. A total of 806 kindergarten students, only 509 of whom had pre-school, were administered the Boehm in September 1971. Comparisons were made between pre-school and non-pre-school children months after the end of the pre-school treatment. The results showed the pre-school group scored significantly higher than the non-pre-schoolers at the .01 level. Results of the Metropolitan Reading Readiness Test show All Day Kindergarten students to have nearly double the mean of the Half-Day Kindergarten students. (DB)