This monograph, a Planned Variation study, examines the impact of Project Follow Through (FT) on three sets of analyses, each of which approaches parent data exclusively, and assumes the relationship of parental attitudes and behaviors to pupil cognitive and affective growth. The first set of analyses summarizes the initial demographic characteristics, attitudes, and behaviors of the Cohort III kindergarten parents. The second set of analyses assumes the Project Follow Through should change the behaviors and attitudes of parents and examines indicators of parental behavior and attitude measured during the spring of a child's third year to determine if differences between FT and NFT parents exist both overall and within sponsor. The third set of analyses begins to examine the relationships which exist among the parent variables. First, the criterion variables examined in the first two sets of analyses are further explored by examining them in relatively 'uncontaminated' form by controlling statistically for a number of potentially mediating variables. Second, the influence of specific potential mediating variables on parent attitudes and behaviors is examined; and third, these data are examined to determine if variable interrelationships are different for FT/NFT within different sponsors. An exploration of parent information may provide both a background for understanding what is happening in the classroom and a perspective on the extent to which Follow Through is achieving its goal of increased parent involvement. (Author/CS)