This final report documents the findings of a study designed to evaluate the quality and efficiency of early education programs for handicapped children in Louisiana during 1985-86. More than 400 classes in 65 formal programs (residential, home-based, and center-based) serving approximately 5,000 handicapped children ages 3-5 were studied. The multiple-model research design included data collection from program visits, classroom observations, surveys and questionnaires, personal interviews with program personnel and parents, and class and individual student profiles. Factors associated with program efficiency and effectiveness were identified and reported (e.g., communication and cooperation among related services staff and the classroom teacher). Quantitative outcome measures included children's developmental gains in skill areas, their exit placement status, and kindergarten teachers' ratings of performance. Projected placement for 40 percent of children served was regular kindergarten (with or without some degree of support service). Among twelve recommendations resulting from the study were (1) that child search activities need to be developed to educate the public about the range of services available to handicapped children and their parents, and (2) that the present one-year developmental delay requirement for receiving related therapy services should be modified. The rest of the report consists of six appendixes which make up nearly half the document: (1) four design matrices (program definition, program effects, program relationships, and expected outcomes); (2) description of programs and services offered by special state schools with preschool programs (e.g., Louisiana School for the Deaf); (3) 13 collection instruments (questionnaires/interviews), each targeted toward a role-specific category, e.g., administrators; child search coordinators; professional ancillary staff; pupil appraisal staff; supervisors/coordinators; teachers; and others; (4) "Audit Trail," information on the development and/or use of the questionnaire/survey instruments, an evaluator-designed classroom observation/interaction data collection instrument, qualitative questions, and rating scales; (5) a list of participants and the agenda for a 15-member project advisory team; and (6) the results of an interagency group interview. (JW)