This report examines the procedures employed in the Home Start Program, which offered prekindergarten readiness enrichment for economically disadvantaged children, ages two through five. The program focused on regular visits to the home by paraprofessional home workers, and took into account parental needs as well as the multifaceted development of all the children in the family. The authors examine various data which indicate that the children participating in the program secured higher achievement scores than their siblings who did not participate. They conclude that if the racial gap in academic achievement is to be closed, it is counterproductive to direct resources into busing to achieve that goal. It is urged that greater attention be given to home-centered enrichment during the preschool years. (Author/WP)