This paper summarizes evaluations of 28 preschool intervention programs designed to train parents to prepare their young children for school achievement. Evaluations selected for review were internal assessments by program staffs. The summary is organized around three questions: (1) Do parent training programs affect children's cognitive development and school achievement? (2) Are some programs more effective than others and why? (3) Do programs affect the parents? Parent training included: (1) direct, didactic teaching during home visits, (2) demonstration, with mothers observing teacher-child interaction, and (3) observation in preschool classrooms. Programs reviewed consistently produced significant gains in children's IQ scores, positively affected school performance and influenced parents' behavior and attitudes. Some programs produced greater changes than others, depending upon the emphasis on parent-teacher relationship and the degree of structured activities parents used. Of eight programs carrying out follow-up testing, seven reported positive or significant differences favoring program children over controls. Gains of children in experimental programs were maintained into the elementary school years. Although the most complete data in these evaluations came from IQ tests, there is evidence that parent-training programs affect school achievement as well. (Author/BF)