This rise in preschool suspensions has had a disproportionate impact on Black children. Data from the U.S. Department of Education indicates that Black children comprise for 18% of preschool enrollment but almost half (48%) of the children suspended more than once. To gain a better understanding of social-emotional intervention in preschool settings that may help suspension issues, the US Department of Health and Human Services commissioned the Head Start CARES study. CARES was the first largescale nationally randomized control trial of strategies for promoting the social and emotional development of four-year-olds. Two salient issues that are relevant to social-emotional functioning were not addressed in the original CARES evaluation that we will be addressing. These issues were conducting a subgroup analysis of Black children to understand their specific responses to each intervention and including an analysis of teacher-child ethnic match as a covariate. This project asks, Are specific social- emotional programs or practices more or less effective for Black children? Is intervention effectiveness in CARES impacted by teacher-child ethnic match? The results will provide knowledge on how to improve the social-emotional functioning of children in preschool settings and provide policy makers with evidence regarding what specific interventions work for Black children. (author abstract)