The Early Identification and Prevention Program (EIP) was designed to identify and meet special needs of children in kindergarten through third year with special emphasis on the second grade. The findings of the report are based on a city-wide survey of the personnel working in all the 18 elementary schools which had a full complement of EIP personnel assigned to them. The principals, teachers and special personnel whose assignment brought them in contact with children from kindergarten through fourth grade were invited to fill out questionnaires specially prepared for each group after conferences with representative group members. The questionnaires were designed to enable the personnel most concerned to rate the program's effectiveness in terms of its objectives. Among the findings are the following: Only 121 teachers or twenty percent of the total queried reported that the program was effective in the personal-social adjustment of the pupils with emotional problems. Guidance counselors rated poorly the program's ability to identify and develop the special abilities and talents of pupils. All personnel surveyed agreed that the program was effective in identifying children with incipient emotional problems but long-range therapeutic clinical service for individual children was seen to be in critical short supply and referral resources which would provide this were reported as deplorably few. (Author/AM)