This followup study of the effects of the Mother-Child Home Program developed by the Verbal Interaction Project (VIP) measures the school performance of nine groups of 162 third grade children from low income families. The program of 92 home sessions spaced over two school years focused on the mother and child as a socially interactive dyad, and aimed at enhancing the child's cognitive development by increasing the mother's interactive behavior within the context of her close bond with her child. Twice a week for seven months each year, half-hour home sessions were conducted by a toy demonstrator who modelled techniques the mother could use to stimulate verbally interactive behavior in the child. The third grade evaluation was conducted by the VIP and the children's teacher. The Wechsler-Intelligence Scale for Children and subtests of the Wide Range Achievement Test were used. Teachers rated children on their socioemotional behavior using the program-developed Child's Behavior Traits (CBT). Program effects were demonstrated in the performance of 78 children who entered the program in the years 1968, 1969 and 1970. Results of the evaluation indicated that the three groups of program graduates reached national norms in their third grade reading and arithmetic scores which were significantly higher than those of the control groups. Also, in comparison to the control groups, a larger proportion of program graduates reached third grade at the expected age. Finally, the mean IQs of two of the three groups slightly surpassed the national norm at third grade, although there was no statistically significant IQ difference from the control group when one of the latter was excluded from the data analysis. (CM)