Effects of early intervention on intellectual and academic achievement: a follow-up study of children from low-income families

  • F.A. C
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Abstract

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.

Author-supplied keywords

  • *education
  • *educational status
  • *intelligence
  • *mental deficiency/pc [Prevention]
  • *poverty
  • United States
  • Wechsler intelligence scale
  • article
  • child
  • clinical trial
  • cohort analysis
  • comparative study
  • controlled clinical trial
  • controlled study
  • female
  • follow up
  • human
  • infant
  • male
  • newborn
  • preschool child
  • psychological aspect
  • randomized controlled trial
  • social environment

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Authors

  • Campbell F.A.

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