This new analysis extends the evaluation of the same students over the course of middle school through the end of Grade 8. We asked two main research questions: First, did each program continue to have a positive impact on math and reading test scores, decrease the likelihood of placement in special education service, and reduce the probability of retention in grade? Second, did program impacts differ significantly across population subgroups, defined by maternal education, family income, and the child's race? This evaluation was motivated in part by inconsistent findings from other studies of early childhood programs, suggesting that, in some cases, initial program effects might fade out as students progress through school. (author abstract)