This report from the Consortium for Longitudinal Studies summarizes findings of current analyses of the educational outcomes of low-income, primarily black children who did or did not participate in experimental early education programs in the 1960s. Data from 11 research projects provided information on approximately 3,000 low-income children. The data, collected over a 20-year period, included family background data; IQ test scores; school record data; youth interview data concerning achievement orientation and self-evaluation; parent interview data on parental aspirations for and satisfaction with their children; and post-high school education, training and job experiences. Preliminary analyses of data from three projects were performed on a variety of educational achievement variables. The major question addressed by the analyses was: Are there long-term effects of early childhood programs? Results indicate that early education leads to reductions in the rate of assignment to special education classes and reduction in rate of grade retention. Also presented in this report are the activities of the Consortium staff during fiscal year 1980 in the areas of dissemination of findings, data collection and analysis, as well as a summary of the work accomplished through 1979. A theoretical model of the schooling process is presented, with detailed descriptions of the system of equations and variables used in the study. Attachments A through F present related materials. Drafts of papers on Head Start program evaluation, research activities and findings of the Consortium, methods of evaluating program outcomes, and differential long-term effectiveness of early education are also included. (Author/RH)