Arguing that summaries of 562 studies from 1985 through 1994 reveal that almost no attention is paid to the cognitive effects of Head Start programs, this report criticizes Head Start as being steadily and more generously funded without evidence that it helps children's scholastic achievements. The report criticizes available studies as practicing poor data analysis and omitting pertinent information. The report also argues that the only substantiated positive effects of Head Start include reduction of the number of children being sent to special education and reduced grade retention due to socialization factors alone. The first section of the report offers criticism of the data analysis and omission of information of an article by Schweinhart (1994) on the lasting benefits of preschool programs. The second section addresses the need to study more critically the data presented in research reports. The third section provides background information on early childhood education for disadvantaged youth in the United States. The final section describes reactions to Head Start weaknesses in Follow Through programs and the government support they received. The report concludes by noting that there are some lasting effects of Head Start, mainly of a non-significant variety, and that significance-producing programs should be looked at carefully and negative programs should be addressed for counter-productivity. (SD)