ERIC Number: ED175577
Record Type: RIE
Publication Date: 1978-Oct
Reference Count: 0
Lasting Effects After Preschool. A Report of the Consortium for Longitudinal Studies.
Lazar, Irving; And Others
This second general technical report of the Consortium for Longitudinal Studies summarizes the findings of current analyses of longitudinal studies of low income children who participated in experimental preschool programs initiated in the 1960s and includes additional data and further analyses of the 1976-77 follow-up study. The pooled data bank of the 12 research groups making up the Consortium provided information on approximately 3,000 low income children who either participated in early intervention programs or served as controls. The common information across projects includes various pre-enrollment measures of the children's home background, a pretest IQ score, and at least one IQ test score collected immediately after the preschool experience. Each investigator also collected a variety of cognitive and behavioral measures which are not common across all projects. In 1976-77, members of the Consortium collaborated in a common follow-up data collection effort. These data include both child and parent interviews, children's IQ and achievement test scores, and information on whether the children had ever failed a grade or been assigned to special education classes. The children were aged 9 through 19 years old at the 1976-77 follow-up. The findings showed that high quality early education programs for low income children had lasting effects in five areas: (1) reducing the number of children assigned to special education classes, (2) reducing the number of children retained in grade, (3) increasing children's math achievement scores at fourth grade, (4) increasing IQ scores at least up to age 13, and (5) influencing aspects of children's and mothers' achievement orientation. (Author/JMB)
Descriptors: Academic Achievement, Achievement Need, Achievement Rating, Disadvantaged Youth, Early Childhood Education, Followup Studies, Grade Repetition, Intelligence Quotient, Intervention, Longitudinal Studies, Low Income Groups, Preschool Education, Program Effectiveness, Special Education
Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock Number 017-090-00047-0)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: New Jersey State Dept. of Higher Education, Trenton.; Administration for Children, Youth, and Families (DHEW), Washington, DC.; William and Flora Hewlett Foundation, Palo Alto, CA.
Authoring Institution: Education Commission of the States, Denver, CO.
Note: For summary report, see PS 010 386; For related documents, see ED 148 471-72