In response to recent state legislation, school districts in New York developed plans for universal prekindergarten (UPK) programs for the 1998-1999 academic year. Based on an analysis of the first year prekindergarten program plans for 63 upstate New York districts (with follow-up information on 29 districts) and 32 New York City districts, this report is designed to assist districts in developing universal prekindergarten programs. The report identifies a number of promising practices proposed in the district plans, and provides recommendations to both district planners and state officials regarding ways to further enhance community planning and program delivery. In addition, the report details key provisions of the UPK law. Ten basic principles guided the plan analysis and selection of promising practices, clustered under five key policy dimensions: (1) collaboration; (2) universal access; (3) developmentally appropriate practice; (4) diversity; and (5) teacher preparation. For each of the policy dimensions, the report details key findings, identifies promising practices, and makes recommendations for program improvement. Challenges requiring further state action are also identified in the areas of transportation, cross-district contracting, per child allotment, and predictability of funds. The report concludes that while the New York State Universal Prekindergarten Program has the potential for enhancing the development of preschoolers and improving the quality of local early care and education systems, the program's ultimate success will depend largely on how it is implemented by local districts. Five appendices include an annotated bibliography, parent and provider surveys, and sample forms. (KB)