This longitudinal research study summarizes how inner-city children's development and achievement are affected by preschool attendance, varying educational models, parent involvement, and identified risk-factors. The study of Washington, DC schools began with 3 cohorts of 4-year-olds enrolled in 3 different preschool models: child initiated, academically directed, or "middle-of-the-road." Upon entering kindergarten, subjects were matched with kindergarten-only peers for follow-up evaluation. Results indicated that attending either Head Start or prekindergarten prior to entering kindergarten had a positive impact on inner-city children's development and achievement in both the short- and longer term. The type of preschool intervention was especially important, with the negative impact of didactic, academically-directed preschool becoming most evident in the transition from third to fourth grade. Failure to fulfill even the most minimal expression of parent involvement represented a clear danger to children's future school success. The need to concentrate spending on intense early intervention was identified. Results suggest that immediate attention must be focused on children with increased risk of developing academic, developmental, and/or behavioral deficits. This study's findings provide the basis for on-going systemic change in the public schools of Washington, D.C. Contains four tables. (Author/AA)