A randomized design study with a wide range of outcomes related to school readiness, including health, social skills, cognitive skills, and pre-literacy skills was conducted with eligible four-year-old applicants and their parents within a southeastern Head Start program. Children and their families in the Head Start treatment and control groups were given a battery of assessments. The study used growth curve modeling and traditional analysis of variance when only two measurements of outcomes were available. Initial status was equivalent and the growth rates for the Head Start children were statistically significantly faster than the control children on the receptive vocabulary and, phonemic awareness measures. There was a statistically significant time by group interaction and main effect of time for the problem behavior index of the social functioning measure. The parent report of health outcomes also showed statistically significant differences between the two groups. (author abstract)