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ERIC Number: ED443545
Record Type: Non-Journal
Publication Date: 2000-Jun
Pages: 33
Abstractor: N/A
Reference Count: N/A
High Quality Child Care Has Long-Term Educational Benefits for Poor Children.
Campbell, Frances A.; Pungello, Elizabeth
The Abecedarian Project was one of the most intensive early childhood programs ever offered to children from poor families. This study examined long-term outcomes for 105 of the original 111 participants at age 21. The project was a randomized trial of early childhood educational intervention provided in a full-time child care setting year round for 5 years beginning in infancy for children from low-income families. Treatment also included pediatric care and educational support for the first 3 years in elementary school. This study compares children who received 5 years of treatment with those in the control group that received free formula for 15 months and free disposable diapers. Findings indicated that the preschool treatment group scored higher on cognitive tests at age 21 than the control group. The young adults from the preschool treatment group earned significantly higher mathematics scores on the Woodcock-Johnson Psychoeducational Battery-Revised, were more likely to be in school at age 21, and were more likely to have attended a 4-year college. They were also more than a year older than those in the control group when their first child was born. Rates of high school graduation and employment rates at age 21 were similar for the two groups. There was no reduction in law breaking associated with having been in the Abecedarian preschool program. It was concluded that the trend to extend Head Start downward into infancy is supported strongly by the Abecedarian findings. (Contains 16 references.) (KB)
Publication Type: Numerical/Quantitative Data; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau.; David and Lucile Packard Foundation, Los Altos, CA.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A