@article{ref1,
title="Cognitive and School Outcomes for High Risk African-American Students at Middle Adolescence: Positive Effects of Early Intervention",
journal="American educational research journal",
year="1995",
author="Campbell, Frances A. and Ramey, Craig T.",
volume="32",
number="4",
pages="743-772",
abstract="Note: This publication studied the long-term outcomes in intellectual development and academic achievement related to early childhood educational intervention (the Abecedarian Project) in a sample of 111 children from low-income African American families. The Abecedarian Project is an early childhood intervention program designed to improve intelligence and school performance while preventing crime and delinquency in low-income African American children. This study compared the intellectual outcomes in participants with preschool intervention followed by elementary school intervention (infancy to age 8), preschool intervention only (infancy to age 5), elementary school intervention only (ages 5 to 8), and and untreated control group. At age 15, participants who had preschool intervention scored higher on math and reading, had fewer instances of grade retention, and had fewer assignments to special education compared to the control group.For more information on the Abecedarian Project see VioPro record number 2888.Low-Income PopulationEarly Childhood InterventionEarly InterventionEarly Childhood EducationChild DevelopmentIntervention ProgramEducation ProgramFollow-Up StudiesOutcome StudiesPrevention EducationPrevention ProgramProgram EffectivenessAfrican American ChildAfrican American JuvenileChild IntelligenceJuvenile IntelligenceSchool AchievementSchool PerformanceIntellectual DevelopmentMiddle ChildhoodLate ChildhoodEarly AdolescenceLong-Term EffectsProgram Evaluation09-00<p />",
language="",
issn="0002-8312",
doi="",
url="http://dx.doi.org/"
}