PDF pending restoration
ERIC Number: ED130789
Record Type: Non-Journal
Publication Date: 1976-Sep
Reference Count: N/A
Long-Term Effects of Intervention: A Longitudinal Investigation.
Seitz, Victoria; And Others
This longitudinal study examined two groups of children, boys in one sample and girls in another, to assess whether programs such as Head Start and Follow Through produce lasting measureable effects. Low-income children were examined separately from middle-income children and, within the low-income sample, a separate analysis was made for low-income black children (who comprise the largest single group in the final longitudinal sample). Effects of an extensive intervention program were seen upon the children's academic performance in mathematics, general information scores and Peabody Picture Vocabulary Test IQ Scores. Retesting, four to five years following completion of the intervention, showed these children still performing higher than nonintervention children. Reasons for sex differences are discussed; results from interviews with the children and analyses of their school attendance and grades are presented. (Author/BF)
Descriptors: Academic Achievement, Achievement Tests, Compensatory Education, Early Childhood Education, Educational Policy, Elementary Education, Evaluation Methods, Federal Programs, Intelligence Quotient, Intelligence Tests, Intervention, Longitudinal Studies, Measurement Instruments, Minority Group Children, Performance Factors, Pretests Posttests, Program Evaluation, Socioeconomic Background
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Child Development (DHEW), Washington, DC.; National Inst. of Mental Health (DHEW), Rockville, MD.
Authoring Institution: Yale Univ., New Haven, CT.
Identifiers - Location: Connecticut