Examined are longitudinal impacts of Louisiana's Early Childhod Development Program for children at risk of being unprepared for school. Teachers' assessments of children enrolled in kindergarten, first grade, and second grade during the 1987-88 school year were obtained with the Early Childhood Development Program Follow-up Study Instrument, a measure that identifies seven areas basic to early childhood development and asks teachers to assess the performance of program graduates relative to that of their present classmates. The discussion of results focuses on grade level progression of program participants, a comparison of the classroom performance of program participants and their classmates, and student rating percentages across the developmental areas of degree of independence, receptive and expressive communication, and cognitive, social, and fine and gross motor development. Specifically, of 1,648 former participants, 93.6 percent were enrolled at the normal grade level. The performance of students was rated by teachers as mainly in line with that of nonparticipating peers across all three grades. Developmentally, the majority of program participants were at least at the level of peers and some students were above class average. (RH)