This document presents 1978-1979 evaluation data for three components (developmental/educational, parent involvement, and staff development) of the Parent Cooperative Nursery Program (PCN). The developmental/educational component consists of classroom practices, child developmental status, and achievement of program graduates. Classroom activities are divided between free play (70%) and structured activities (30%). Social-interaction rapport activities, which occurred more frequently than in most other programs, are characterized by a high level of interaction between children and adults. Achievement measures indicated that the PCN pupils in age groups two and three increased or maintained their previous year's learning, except for a slight decrease among 2-year-olds in the cognitive subsection of the instrument. Nearly all graduates scored at, or above, the norm in math, letters/sounds, and total reading when compared to other children their age. Families contributed nearly 129,000 hours to the program and 20,000 hours to workshops; parents were primarily interested in educational matters and policy planning issues at workshops. Staff development areas rated as having the highest effect on classroom performance were parent involvement, creative arts, teacher center facilities, and small group instruction. (Author/DB)