Cognitive and School Outcomes for High-Risk African-American Students at Middle Adolescence: Positive Effects of Early Intervention.

Campbell, Frances A.; Ramey, Craig T.

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Peer reviewed

ERIC Number: EJ520956

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0002-8312

EISSN: N/A

Cognitive and School Outcomes for High-Risk African-American Students at Middle Adolescence: Positive Effects of Early Intervention.

Campbell, Frances A.; Ramey, Craig T.

American Educational Research Journal, v32 n4 p743-72 Win 1995

Long-term intellectual and academic benefits related to an early childhood educational intervention, the Carolina Abecedarian Project, were found for 93 students from low-income families (98% African American). Results from 7 to 10 years after intervention supported the relative efficacy of preschool treatment over that given in early elementary school. (SLD)

Descriptors: Academic Achievement, Adolescents, Black Students, Cognitive Processes, Early Childhood Education, Early Intervention, High Risk Students, Low Income Groups, Outcomes of Education, Poverty, Program Effectiveness

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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