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.
Campbell
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Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill 27599-8180.
Ramey
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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