An analysis of the 1970 Elementary School Survey was undertaken to determine the effects of large Federal expenditures for early childhood programs. This national survey gathered data from 3,500 schools, including observations of 20,000 teachers on 80,000 students in grades 2, 4, and 6. The following comparisons were made for second, fourth, and sixth graders: (1) achievement test scores of early first-grade entrants were compared with later first-grade entrants; (2) achievement test scores of pupils from different geographic localities were analyzed; (3) teachers' observations about attitudes of disadvantaged students with and without preschool experiences were compared; and (4) teachers' observations about attitudes of disadvantaged students who were early first grade entrants and those who entered later were compared. Socioeconomic status of children's families and effects of preschool programs and/or early school entrance were examined to determine whether there were any interactions between them. Results showed that the most marked differences between any subgroups were between those identified as socioeconomically disadvantaged and those not identified as such. Those identified as not socioeconomically disadvantaged and not having preschool or kindergarten had consistently higher achievement than the opposite group. In the majority of comparisons made, there were no significant differences between groups with preschool and those without preschool. (MV)