This is a report on the second year of an experimental study of a cognitive curriculum developed for the I.V.Y. (Involving the Very Young) Programs and a description of the evaluation of the day care staff training program of the Baltimore City Public Schools. The social factors which influence intellectual style, and the different systems of communication produced in different social classes are presented as causes of class differences in intellectual ability and as the focus of the IVY intervention program. The curriculum innovations and the evaluation from Year I were continued during Year II. A multivariate analysis of the Year I and Year II data indicated a significant Year X Treatment interaction. The differences between test performance of experimental and control group children found in Year I disappeared, due to the increase in the control group's performance. Test items for which normative data were available suggested that both groups were approaching national averages. Also included is an observational study of the effects of a program for training day care workers based in part upon the teaching strategy developed for the IVY program. Results indicated highly significant changes in the behavior of trained personnel. The report contains an extended theoretical analysis of the nature of cultural disadvantagement and suggests appropriate targets for educational intervention. Appendices contain lesson plans, curriculum objectives, and a day care observation checklist used in the program. (SB)