This 1964 report briefly describes a large-scale longitudinal study to assess the achievement of all students who entered the Toronto school system in either junior kindergarten (1960) or senior kindergarten (1961). To assess the effect of kindergarten on the students' later school achievement, and to examine the nature of school failure, it was planned that this population would be followed at least through grade 6. Measurement instruments would include standardized intelligence tests, a behavior rating questionnaire, a draw-a-classroom test, and a test of creativity. Information on the students' family background would be gathered through personal or telephone interviews. No data on the students' actual achievement are presented. (LB)