This final report of an ESEA Title III program compared the impact of a 3-year interracial preschool program on cognitive and social development on two treatment groups and a control group. Group 1 had parents and children participating in a preschool classroom, and the parents also participated in parent education programs. Group 2 had a separate parent education program, but no classroom participation for either parent or child. Group 3 was a control group with no participation other than testing. The groups were drawn randomly, stratified to insure that at least one-third of the number of children in each group were disadvantaged, one-third black, that there was representation from all 11 elementary schools in the district, and approximately even sex distribution. The three major needs focused on by IPSIP were: (1) Improvement of "school readiness" of disadvantaged preschool children, (2) development of healthy self/racial concepts of all children, (3) cultivation of positive parental attitudes toward school and community. Program results showed a 20-point average rise in I.Q. as measured by the Peabody Picture Vocabulary Test (PPVT) for the disadvantaged group, and a 13-point average rise for the advantaged and disadvantaged groups at the end of the second and third years as measured by the Boehm Test of Basic Concepts. Sociometric studies show no racial bias in choice of playmates. (Author/CS)