Effects of early intervention on intellectual and academic achievement: a follow-up study of children from low-income families.
Follow-up data, obtained 4-7 years after intervention ended, are presented for the Carolina Abecedarian Project, an experimental study of early childhood educational intervention for children from poverty families. Subjects were randomly assigned to 1 of 4 intervention conditions: educational treatment from infancy through 3 years in public school (up to age 8); preschool treatment only (infancy to age 5); primary school treatment only (age 5-8 years), or an untreated control group. Positive effects of preschool treatment on intellectual development and academic achievement were maintained through age 12. School-age treatment alone was less effective. Results generally supported an intensity hypothesis in that scores on cognitive and academic achievement measures increased as duration of treatment increased.
Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill 27599-8180.
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Campbell
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Ramey
D002648:Child; D002675:Child, Preschool; D015331:Cohort Studies; D004519:Education, Special; D004522:Educational Status; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007223:Infant; D007231:Infant, Newborn; D008607:Intellectual Disability / Q000517:prevention & control* / Q000523:psychology; D007360:Intelligence; D008297:Male; D009657:North Carolina; D011203:Poverty / Q000523:psychology*; D012931:Social Environment; D014888:Wechsler Scales