As follow-up to an in-depth study of the District of Columbia's early learning programs and their impact, this study provided data on the transition of previously studied children from primary education to upper elementary grades. Academic progress of the original group of pre-kindergarten and Head Start children was studied during years 5 and 6 in school (third and fourth grades) and children's development was re-examined during year 7 (fifth grade). The effects of type of preschool model were also examined. A matched group of classmates who had not attended pre-kindergarten or Head Start were studied concurrently. Results indicated that: (1) most children in both groups were making generally average progress, although there was an unusually high rate of grade retention and a disturbingly high level of maladaptive behavior; (2) attending Pre-K or Head Start programs had a positive effect on later school performance, but this was more significant for those children who had not been previously retained in grade; (3) by year 6 (fourth grade), children from the original group whose pre-K programs were determined to be academically oriented were earning noticeably lower grades and passing fewer fourth-grade reading and mathematics objectives than those from more social pre-K programs or those who did not attend preschool, and by fifth grade were developmentally behind peers and displayed notably higher levels of maladaptive behaviors than their peers in either group. The study's recommendations include re-establishing kindergarten as a developmentally appropriate learning experience, re-examining current policy regarding retention in the primary grades, providing intervention for factors placing children at risk, and formalizing transition policies to assist children and their families as they enter school. (HTH)