This paper presents a follow-up study of the academic performance of children who had previously participated in one of eight experimental infant or preschool education projects. The initial phase of the study compared grade retention, special class placement and school dropout rates of the experimental program children with those of children in control classes. Results indicated lower rates of academic problems for all except one of the experimental programs. In an attempt to analyze which kinds of programs were the most effective, the second phase of the study correlated 25 variables intuitively related to program effectiveness with academic performance. These variables included length of program, size of groups, staff variables, and parent involvement among others. For this analysis, 21 individual programs sponsored by the eight projects were identified and analyzed. Results of this analysis indicated the most significant correlations between age of entrance into the experimental program, parental involvement, goals for parents, home visits, and adult/child ratio and placement in special education classes. It is suggested however, that more sensitive analysis and further research are necessary to clarify the exact nature of these relationships. (BD)