This study examined five broad research areas related to first grade in Texas public schools: (1) characteristics of first graders; (2) teachers' views of children's readiness, behavior, and academic growth; (3) programs and practices used in schools and classrooms; (4) the relation of student progress in Grade 1 to student characteristics, teacher perceptions, and reported programs and practices; and (5) long term indicators of performance related to Grade 1 students' characteristics, teacher perceptions, and reported programs and practices. Surveys were completed by 466 teachers in 99 elementary schools about their instructional practices and about each of the students (about 9,500 students across all teachers). Findings indicated that over one-half of students were ethnic minorities and almost one-half were economically disadvantaged. Teachers reported that about two-thirds of students began school ready to learn, that most showed desired learning-related behaviors in class most of the time, and that most were making average or better progress in learning. Eighty percent of teachers considered their pupil-teacher ratios to be adequate. Better student learning was associated with moderate teacher influence in site-based decision-making, at least moderate administrative support, adequate counseling and guidance programs, parent contact and parent-teacher conferences, daily enrichment activities, learning centers, and matching teaching to student learning styles. Five appendices include demographic information, learning principles for young children, the data collection instruments, and teacher survey items and data. (Contains approximately 150 references.) (KB)