A longitudinal study was conducted to compare the reading achievement of students involved in the Right-to-Read Project with that of those not involved in the project. Specifically, to assess the long term effects on pupils whose parents participated in a program stressing parent involvement in the learning process, measures of the achievement of kindergarten children in three school districts were taken after 1, 2, and 3 years of participation. Students in stanines 1, 2, and 3 on the Metropolitan Readiness Test were selected under the assumption that they would most likely experience difficulty in school tasks. Results indicated no significant differences across the three districts over the 3-year span or between program participants and nonparticipants. Implications for educators include suggestions for the design of parent education/involvement/participation programs. (BJD)