This was a longitudinal study of a sample of culturally disadvantaged children and their matched controls intended to highlight the effects of cultural and material disadvantage in the home upon children's school progress and adjustment. Variables The children were originally studied at the infant school stage (7+ years) and were followed up at the ages of 11+ and 15+ years respectively, i.e. at the late junior school and secondary school stages. The main variables collected were concerned with the children's linguistic, cognitive and educational attainment, social and emotional adjustment to school, personality, motivation and attitudes to school. In addition background information about their schools and home backgrounds was also obtained. Data from the children were obtained through a combination of tests, questionnaires and personal interviews carried out in school. Teacher's ratings of the children's progress and school adjustment and basic descriptive information about the children's schools were obtained by questionnaires completed by teachers. The parents were interviewed in their homes on three occasions (when the children were aged 6+, 11+ and 15+ years) by a research worker using an interview schedule. The data were statistically analysed for between-group differences (control versus disadvantaged group) and comparable test data obtained on each of the three occassions of study were examined for trend.