Citation

Campbell FA, Ramey CT. Am. Educ. Res. J. 1995; 32(4): 743-772.

Copyright

(Copyright © 1995, American Educational Research Association, Publisher SAGE Publishing)

DOI

unavailable

PMID

unavailable

Abstract

Note: This publication studied the long-term outcomes in intellectual development and academic achievement related to early childhood educational intervention (the Abecedarian Project) in a sample of 111 children from low-income African American families. The Abecedarian Project is an early childhood intervention program designed to improve intelligence and school performance while preventing crime and delinquency in low-income African American children. This study compared the intellectual outcomes in participants with preschool intervention followed by elementary school intervention (infancy to age 8), preschool intervention only (infancy to age 5), elementary school intervention only (ages 5 to 8), and and untreated control group. At age 15, participants who had preschool intervention scored higher on math and reading, had fewer instances of grade retention, and had fewer assignments to special education compared to the control group.

For more information on the Abecedarian Project see VioPro record number 2888.

Low-Income Population
Early Childhood Intervention
Early Intervention
Early Childhood Education
Child Development
Intervention Program
Education Program
Follow-Up Studies
Outcome Studies
Prevention Education
Prevention Program
Program Effectiveness
African American Child
African American Juvenile
Child Intelligence
Juvenile Intelligence
School Achievement
School Performance
Intellectual Development
Middle Childhood
Late Childhood
Early Adolescence
Long-Term Effects
Program Evaluation
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