Philadelphia's Follow Through program in 14 schools was evaluated in terms of its educational, staff development, parent involvement, health services, and social services components. Cross-sectional reading and mathematics achievement data indicated that the Follow Through participants outperformed the non-Follow Through Title I group. Quasi-longitudinal achievement data were consistent with these findings, indicating that pupils with maximum exposure to Follow Through in grades 1-3 outperformed Title I non-Follow Through pupils, regardless of preschool experience. Classroom observation data indicated different behaviors were present in classrooms using the different Follow Through models: Bank Street, Behavior Analysis, Bilingual, Educational Development Center, Parent Implemented, and Philadelphia Process. Teachers and aides participated in staff development workshops and consultations; most felt that these activities had produced changes in the classroom. Parent involvement included fund raising, training, and providing policy and budget advice, at the approximate rate of 14.3 hours per family. Health services data showed that in fourteen schools, nine had contracts for supplemental medical services, five for dental services, and six for psychological services. All of the schools employed Parent Involvement Coordinators, who assisted almost half of the families needing social service assistance. (Staff questionnaires and data tables are included). (Author/GDC)