Extensive research was conducted on the program by the Agam Project Team in the Department of Science Teaching. This research showed that pre-school children in the experimental group significantly outperformed similar children in the comparison group, on tests measuring visual concepts, spatial skills and transfer effect. Moreover, children in the experimental group demonstrated a statistically significant improvement on IQ (general intelligence) and on math readiness ( Eylon & Rosenfeld, 1990; Markovitz & Hershkowitz, 1997; Razel and Eylon, 1986, 1990). In other words, the Agam Program enhanced students learning in a wide variety of areas. These positive effects were found equally for boys and girls, as well as for students from privileged and underprivileged backgrounds. In addition, the program made a dramatic effect on the educational achievement of many children who were less verbal than average (Eylon and Rosenfeld, 1990; Razel and Eylon, 1990). Recent research has confirmed and extended these results (Rosenfeld, 2009). For example, students in the Agam Program significantly outscored control students in tasks involving "everyday visual thinking" (e.g., identifying a lost sun umbrella at the beach, given a number of possibilities, each with different shapes). The current research also shows the relevance of the program to current pedagogical practice in Israeli preschools and points to the special contributions that the program can make in early elementary school grades as well as in the acquisition of basic mathematical and scientific concepts (e.g., measurement, dynamic spatial reasoning). In addition, there are indications that the program can serve as a backbone for integrating student knowledge acquired in different school disciplines.