This report briefly summarizes the educational progress of a sample of children who took part in one of the earliest Head Start programs (1966). The report addresses the following questions: (1) Was participation in Head Start a factor in preventing retention in grade and/or special class placement? (2) Were there differences between Head Start and non-Head Start children on achievement measures upon reaching the sixth grade level? (3) What was the efficiency of a battery of psychoeducational tests administered at the beginning of first grade in prediction of academic achievement in the sixth grade? and (4) Did this battery of tests assist in the discrimination between children who progressed normally through the grades and those who were retained or placed in special classes? Preschool test results (from children exiting Head Start in 1966 and their non-Head Start counterparts) were compared to the results of the Lorge-Thorndike intelligence quotients and the Metropolitan Readiness Test (MRT) (for the same children in the sixth grade). Results showed that a significantly smaller percentage of Head Start children than non-Head Start children had been placed in special education classes or retained in grade; though there were no significant differences in academic achievement at the sixth grade level. Also demonstrated was the possibility predicting a high percentage of children who will fail to progress as expected in elementary schools; the MRT provided for a large percentage of this potential prediction. (ED)