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      Effects of Early Intervention on Intellectual and Academic Achievement: A Follow-Up Study of Children from Low-Income Families

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      Child Development
      JSTOR

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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.

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          Author and article information

          Journal
          Child Development
          Child Development
          JSTOR
          00093920
          April 1994
          April 1994
          : 65
          : 2
          : 684
          Article
          10.2307/1131410
          8013248
          029b3f96-0952-4eda-87e9-d3c7319ce0e9
          © 1994
          History

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