The purpose of this study, a longitudinal extension of a series of early interventions by means of parent education projects, was to determine if there were lasting effects on school performance and home-school relations. School records of 91 elementary school students through grade 4 who had been involved for 1, 2 or 3 consecutive years in the original intervention were examined. Their present elementary teachers filled out rating forms on classroom involvement and their perception of parental involvement. Significant differences in favor of the treatment groups were found. Fewer were assigned to special education programs in general and EMR and TMR classes in particular. There were significant differences in favor of the longitudinal group performance on the MAT, SAL and CTBS in second, third or fourth grade. There were no significant differences in teacher ratings. The results indicate that there were clear lasting school achievement and performance effects for children who were in the original program for 2 or 3 years and the effect lasted up to 6 years. (Author/MS)