Research has shown that economically disadvantaged children lag behind their middle class counterparts in mathematical achievement from the point of entry in elementary school. Low socio-economic status (SES) children are thus at risk for not meeting the nation's first educational goal as set by the National Governors Association that by the year 2000 all American children are to begin school ready to learn. Our two-generation (parent-child) early mathematics intervention project is empowering Head Start parents to support their preschooler's developing knowledge of mathematics, and it is closing the SES-related gap in the early development of mathematical knowledge. The intervention includes a developmentally appropriate preschool mathematics curriculum that is delivered through a series of Family Math classes, and a mathematics library of activities and materials for families to check out for use at home.The principal investigator is Prentice Starkey.