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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.