This summary report examines the findings of a home-based early childhood education enrichment program designed to make it possible for educationally disadvantaged children to cope effectively with the demands of American schools and society. Background information on the development and implementation of the program and a discussion of the statistical data are included. The two hypotheses tested concerned: (1) the ability of children in the project to cope with the school's and society demands on entering first grade (as measured by Stanford-Binet IQ scores and achievement test scores), and (2) their ability to adjust to and remain in school (as measured by attendance records, school achievement tests, and school grades). Results of these first comparisons of the various experimental groups of children born in 1967 and 1968 indicate support for both hypotheses. Data tables and appendixes are included. (ED)