This issue highlights five distinct studies. The first study looks at achievement and its association to Montessori programs, magnet programs, and traditional schooling programs. The second provides evidence on the efficacy of the Even Start program in comparison to Title I programs. The third examines the effects of full-day and half-day kindergarten practices on later elementary school achievement. The fourth is a validation study of a children's perception measure for use in school-age child care environments. The fifth and last study is an international study that focuses on Korean preschool and kindergarten teachers' belief in, and utilization of, developmentally appropriate practices. This column briefly summarizes the content of the articles and suggests implications for the research as well as areas for future research studies.