An evaluation of the Early Fives program of the Farmington (Michigan) Public Schools is reported. This extra-year program began in the 1980-81 school year. By the 1982-83 school year, tuition was no longer charged, and a systematic screening effort was implemented. Each Early Fives classroom contains a maximum of 15 children with a certified teacher trained in early childhood education and a full-time paraprofessional. In response to adverse literature on extra-year programs, an evaluation was conducted. Developmental records consisting of Gesell screening scores and samples of children's work were combined with Iowa Test of Basic Skills (ITBS), Cognitive Abilities Test (COAT), and Michigan Educational Assessment Program (MEAP) scores from grades 3 through 7 for program participants and matched non-participants who had been recommended for the program but had not attended. There were 73 matched pairs for ITBS/COAT data and 35 matched pairs for MEAP data. In all, 10 instruments were used to compare the matched pairs. Eight of 10 instruments indicated significant differences in favor of Early Fives participants. Participants had fewer retentions in grade and fewer remedial reading services than did the comparisons. Parent surveys indicated very favorable opinions of the Early Fives program. Recommendations for program continuation and improvement are made. Eleven appendices provide supplemental information. Thirteen figures and 33 tables present study findings. A 15-item list of references is included. (SLD)