Affective development is considered an important outcome of compensatory programs. This study examines interactions among program, cognitive, and affective variables over an extended time period. Affective dimensions considered for measurement include attitudes toward school, self-concept, achievement motivation, and internal-external control. Selecting areas for measurement is a critical task. Alternative measurement procedures are standardized instruments, available research instruments, or specially produced instruments. Each has inherent problems in a longitudinal study. Matters of special concern include linearity of affective change, comparability of different instruments, trianing of inexperienced examiners, and positive bias of very young students. (Author/DEP)