Sociocultural assumptions of federally sponsored Follow Through programs

Time and money have been invested in the implementation and evaluation of the national Follow Through Project in the United States. Although the project has been successful in many respects and has generated a fairly extensive literature within psychology, education, and the other social sciences, relatively little theoretical attention has been directed toward sociocultural factors. The present article provides a critical retrospective analysis of the sociocultural assumptions, dynamics, and implications of Project Follow Through within a psychological framework.