A follow-up study of the Early Childhood Education Project (ECEP) was conducted in Richmond, Virginia to determine the effects of preschool experiences on selected aspects of pupil performance at the beginning and completion of grade 1. EPEC is a Head Start type program organized for the regular school year. The sample was divided into three groups: a random sample of children who entered kindergarten with no prior organized preschool experience, pupils who participated in the regular ECEP session, and pupils who participated in both the ECEP and the Summer Head Start programs. The groups were compared on learning readiness on entering grade 1, academic achievement at the end of grade 1, and certain behavioral characteristics, including intellectual abilities, leadership abilities, aggressive behavior, and withdrawn behavior as observed at the end of grade 1. The longer the duration of the preschool educational experience, the higher the scores on the Metropolitan Achievement test; reading and arithmetical concepts and skills gaining most. Results of both standardized tests and teacher ratings indicated that preschool experiences improved academic readiness and performance. (PR)