Patterns of cognitive, affective, and social growth of elementary school children are described and the school and home variables which influence such growth are identified in this longitudinal study. This final report presents the final instruments and the interpretive data associated with them. The study permits the tracing of developmental patterns for children in general and for special subgroups, such as poor, black, handicapped, gifted, inner city, or rural children. The impact of various teaching styles and instructional strategies is investigated. A more complete understanding of the role played by parental attitudes in the child's achievement, attitude toward school, self-concept, and social development is furnished. Finally, the study offers opportunities to investigate the complex interactions among home, school, and student variables as they evolve through the elementary school years. Variables chosen for investigation were selected from a wide range of potential variables describing the child, his home, and the school. The 15 instruments which were selected or developed to measure the variables in the study are described, and some descriptive statistics are provided. Sampling plans, the testing sequence and schedule, and the data collection and analysis are described. (RC)