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ERIC Number: ED190214
Record Type: Non-Journal
Publication Date: 1980-Jan
Pages: 24
Abstractor: N/A
Reference Count: N/A
Lasting Effects After Preschool. [Conference Presentation].
Darlington, Richard B.; And Others
This study reports evidence that early childhood programs can have an impact on the academic careers of children from low-income homes. A wide variety of status and process variables were collected by several individual investigators over four waves, or time periods, of data collection. Before pooling data from 14 longitudinal research and demonstration projects into a Consortium for Longitudinal Studies, investigators had collected diverse preprogram child and family measures (Wave 1) and then numerous and varied post-program outcome measures over several years (Wave 2). In the consortium-organized follow-ups of 1976 and 1979 (Waves 3 and 4), a core of common measures was collected. Measures from all four waves included preprogram background data, standardized IQ, achievement and project-developed tests, school record information, and student and parent interviews. All hypotheses were tested using program treatment children and a control group of children from the same project site. Findings replicate results on IQ reported by numerous previous investigators and show that preschool graduates had significantly fewer school failure experiences than did the control groups and were less likely to be assigned to special education classes or to be retained in the same grade. Additional analyses indicate that preschool outcomes were not affected by various preprogram and demographic factors. Overall results reveal that preschool had a significant effect on intelligence test scores for up to 3 or 4 years after the end of the preschool program. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Administration for Children, Youth, and Families (DHEW), Washington, DC.; William and Flora Hewlett Foundation, Palo Alto, CA.
Authoring Institution: N/A