This report presents a portion of the evaluation of the planned variation of Project Follow Through, in which increased understanding of education which is functional for disadvantaged children has been a major concern. This segment of the evaluation has the following two objectives: (1) to describe in behavioral terms the differences among programs as observed in classrooms, and (2) to relate these dimensions to pupil growth. Observation was carried out in classrooms from each of seven programs and a comparison sample. Observers recorded such things as the teacher's classroom management techniques, expression of affect, the social-emotional nature, and the cognitive level of the interaction. Results were then factor analyzed, reduced to factor scores, and the factor scores tested for differences between programs by the multiple range test. The factor scores were also related to classroom mean pupil regressed gain which had been factored to identify different levels of complexity. Although there were inconsistencies, the linear relations between the classroom measures and pupil gain suggested that some factors, such as effective personal communication and intrinsic motivation, related to all levels of complexity, while others were specific to a certain level. In general, there seemed to be a trend that abstract growth was related to teaching that was less controlled and less focused but had some structure, while skill growth was related to more focus and structure, with concrete growth positively related to still more highly focused teacher behaviors and negatively related to extreme pupil freedom. (Author/RC)