ERIC Number: EJ345529
Record Type: CIJE
Publication Date: 1986
Reference Count: 0
Benefits without Gains: The Paradox of the Cognitive Effects of Early Childhood Programs and Implications for Policy.
Special Services in the Schools, v3 n1-2 p103-26 Fall-Win 1986
Results of studies of the effects of early childhood compensatory education programs indicate long-term benefits but not long-term cognitive gains. These findings may be explained by an interaction of the programs being studied at any early point in social change (rising tide) with a hypothesized intervening variable (cognitive effects). (DB)
Publication Type: Journal Articles; Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: For related information, see EC 191 180-188.