This report describes the final status of classroom practice in Texas prekindergarten programs in comparison to initial study findings and findings from a self-study component implemented in 1993 with prekindergarten staffs participating in the study. Findings from the longitudinal component indicated positive trends in academic performance for children who participated in prekindergarten programs. The results of the study showed that students from prekindergarten programs are less likely to be retained, closer to being on grade level in their reading comprehension, and less likely to be referred for special education programs. Former prekindergarten students scored two points higher than nonattendees on the 1994 Texas Assessment of Academic Skills (TAAS) third-grade test in reading and mathematics, and this difference was stronger for students with limited English proficiency. The results of the program evaluation indicate that, with improvements in staff development, teacher evaluation instruments and skills, and training programs to support staffs, the benefits of early education will increase for those students who participate in the prekindergarten programs in Texas. (AP)