The purpose of this study was to begin to seek new ways of measuring some of the previously uninvestigated areas in which Project Follow Through might be having an impact. In particular, the rates of promotion in school, assignment to special education classes, and assignment to low ability groups were investigated. The following three hypotheses guided the research: 1) there is a lower rate of nonpromotion for Follow Through children than for non-Follow Through children; 2) non-Follow Through children are more likely to be assigned to special classes or schools than Follow Through children; and 3) after the third grade, Follow Through children will be assigned to higher ability tracks more frequently than their non-Follow Through counterparts. The second and third hypotheses proved to be unfeasible so the report focuses on the nonpromotion study which was carried out. This report is divided into four main sections. Section 1 provides an introduction, Section 2 describes the non-Promotion Study, Section 3 presents the feasibility study for investigating the impact of Follow Through on assignment to special education classes, and Section 4 reports on the feasibility study for assessing the impact of Follow Through on ability group placement. This section includes a discussion of the problems of locating an appropriate sample and identifying ability groups. The appendix includes a breakdown by ethnicity of promoted and nonpromoted children in Project Follow Through and in non-Follow Through in 22 sites, from 1969 to 1971. (CS)