This report is a compilation of information on the educational, parent involvement, health services, social services, and staff development components of Prekindergarten Head Start, a School District of Philadelphia child development preschool program for children of low income families. Instructional models used in the program were Bank Street, Montessori, Behavioral Analysis, Open Classroom, and Responsive Learning. Children's development was documented by teachers using checklists in seven areas: gross motor, fine motor manipulation, writing, social, self-help, language, and cognition. Information on the program was gathered through various instruments involving direct observation, opinion surveys, and summary documents. While all groups of children were found to show increases in their developmental skills different developmental "profiles" were found for the different instructional models. The majority of the 850 children in the program were screened for a variety of health problems, and most found to be in need were treated. Ninety three percent of the 700 families with children in the program were identified as needing help of a social service nature, and nearly 75% of the families so identified received help. Parents participated in a variety of center activities. Staff workshops were reported to affect classroom practices. Appendices contain evaluation forms and observation data. (SB)