This followup study traced the progress of one program assisting Jewish Ethiopian immigrants to Israel and their children, the Parents Cooperative Kindergarten (PCK) in Beer-Sheva, and examined its impact 10 years after program participation. The PCK was a daily program for young children run by paraprofessional counselors, all women from the Ethiopian community, with mothers attending on a rotational basis. Two groups of former participants were identified, along with two groups of children of Ethiopian origin of similar age from the same neighborhoods who had not participated and one group of children of the same age who were not of Ethiopian origin. Data collection methods included interviews of children and their parents, and teacher ratings of childrens scholastic and social abilities, achievement, and parent-school relationships. The main areas in which differences were found between PCK children and the comparison groups were in the organization of their activities and thinking, their activeness and initiative-taking, their perception of studies and school, the importance of home and family, their sense of belonging to the Ethiopian community, their ability to express emotion, and the nature of their social interactions. A majority of PCK children were rated by their teachers as having high scholastic ability, moderate to high scholastic achievement, and moderate to very high verbal skills. However, compared to the comparison group, a majority of the same children were perceived as not showing an interest or investing any effort in their studies, as not fully using their ability, and as not being interested in getting help or getting ahead. Mothers who participated in the kindergarten gained insights into the Israeli education system and its approach to organization and schedules, and learned different methods of disciplining their children. It was concluded that participation in the kindergarten had a long-term effect on the lives of both children and parents. (Contains 31 references.) (KB)