This volume presents selected articles related to the impact of early intervention programs. This is part of a two volume set designed to showcase some of the best cutting edge research in these programs. This volume focuses specifically on aspects of the programs that have proven to be most successful in helping students and meeting programmatic needs. This issue: shows why the programs are needed; describes the types of programs available; presents successful components of programs, and shows program impact data. Following an introduction by Adrianna Kezar on the importance of early intervention programs, an article by Laura W. Perna, "Early Intervention Programs: A New Approach to Increasing College Access," provides a review of all the programs, noting that two core principles of early intervention college programs are support services for academic readiness and guaranteed financial assistance. Two articles on key program elements are: "Early Education Awareness Activities: Interventions That Make Postsecondary Education a Viable Goal" (Ann S. Coles); and "Why Do Parents Become Involved in Their Children's Education?" (Kathleen V. Hoover-Dempsey and Howard M. Sandler). Articles dealing with the effects of early educational awareness include: "Do Early Educational Awareness Programs Increase the Chances of Eighth Graders Reaching Higher Education? (Daniel Mayer); "The National Evaluation of Upward Bound: Summary of First-Year Impacts and Program Opportunities" (David E. Myers and Mary T. Moore); "Toward Resiliency: At-Risk Students Who Make It to College" (Laura J. Horn and Xianglei Chen); and "Programs at Higher Education Institutions for Disadvantaged Precollege Students" (Bradford Chaney, Laurie Lewis, and Elizabeth Farris). A final selection, "Toward a Typology of Early Intervention Programs" (Robert H. Fenske, Jonathan E. Keller, and Gil F. Irwin) deals with future research. The original publication information for each article is appended at the end. (Most of the articles contain references.) (CH)