Two approaches to the study of long-term effects of different prekindergarten (pre-K) programs in the Austin (Texas) Independent School District (AISD) were studied. In one study, limited English proficient (LEP) students attending AISD kindergartens in 1981-82, 1982-83, and 1983-84 were followed to see if those who attended pre-K showed an advantage over those who did not in terms of achievement, retention, special education referrals, and LEP status. The AISD had 260 LEP kindergartners in 1981-82; 195 did not and 65 did attend pre-K. There was no consistent evidence of fewer retentions, lower rates of special education placement, or higher exit rates among the children attending pre-K. Long-term achievement of these pre-K students was not better. It is difficult to see why more positive effects were not seen for this pre-K program, but explanations may lie in the amount of time spent in instruction in English and Spanish. A second approach compared pre-K students from educationally disadvantaged and LEP groups with other students in the AISD at the same grade levels. Difficulties in finding an adequate comparison group limited the usefulness of conclusions. The importance of evaluating the effectiveness of pre-K programs makes better follow-ups imperative. A table showing scores of pre-K versus no pre-K LEP kindergarten students in reading, language and math is attached. (SLD)