TY  - JOUR
PY  - 2001//
TI  - The Development of Cognitive and Academic Abilities: Growth Curves from an Early Childhood Educational Experiment
JO  - Developmental psychology
A1  - Campbell, Frances A.
A1  - Pungello, Elizabeth P.
A1  - Miller-Johnson, Shari
A1  - Burchinal, Margaret
A1  - Ramey, Craig T.
SP  - 321
EP  - 342
VL  - 37
IS  - 2
N2  - In the Abecedarian Project, a prospective randomized trial, the effects of early educational intervention on patterns of cognitive and academic development among poor, minority children were examined. Participants in the follow-up were 104 of the original 111 participants in the study (98% African American). Early treatment was full-time, high-quality, educational child care from infancy to age 5. Cognitive test scores collected between the ages of 3 and 21 years and academic test scores from 8 to 21 years were analyzed. Treated children, on average, attained higher scores on both cognitive and academic tests, with moderate to large treatment effect sizes observed through age 21. Preschool cognitive gains accounted for a substantial portion of treatment differences in the development of reading and math skills. Intensive early childhood education can have long-lasting effects on cognitive and academic development. (Abstract Adapted from Source: Developmental Psychology, 2001. Copyright © 2001 by the American Psychological Association)  For more information on the Abecedarian Project, a Safe Communities ~ Safe Schools Favorable Program, see VioPro record number 2888.  SCSS Favorable Reference Early Prevention Early Intervention Education Program Child Development Youth Development Early Childhood Preschool Student Low-Income Youth Poverty At Risk Child At Risk Youth School Achievement School Performance Prevention Program Intervention Program Program Effectiveness Program Evaluation Cognitive Development 07-03<p />
LA  - en
SN  - 0012-1649
UR  - http://dx.doi.org/
ID  - ref1
ER  -