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EJ520956 TM519342
Title:
Cognitive and School Outcomes for High-Risk African-American Students
at Middle Adolescence: Positive Effects of Early Intervention.
Author(s):: Campbell, Frances A.; Ramey, Craig T.
Source: American Educational Research Journal, v32 n4 p743-72
Win 1995
Publication Date: 1995
Notes: Research supported by grant numbers 5 R01 HD21782
and 5 R01 HD24114 from the National Institutes of Health and Human
Development.
ISSN: 0002-8312
Language: English
Document Type: Journal articles (080); Reports--Research
(143)
Journal Announcement: CIJJUL1996
Long-term
intellectual and academic benefits related to an early childhood
educational intervention, the Carolina Abecedarian Project, were
found for 93 students from low-income families (98% African American).
Results from 7 to 10 years after intervention supported the relative
efficacy of preschool treatment over that given in early elementary
school. (SLD)
Descriptors: Academic Achievement; Adolescents; *Black Students;
*Cognitive Processes; Early Childhood Education; *Early Intervention;
*High Risk Students; Low Income Groups; *Outcomes of Education;
Poverty; *Program Effectiveness
Identifiers: *Carolina Abecedarian Project NC
