Cognitive and school outcomes for high-risk African-American students at middle adolescence. Postive effects of early intervention.

Autor/inn/en	Campbell, Frances A.; Ramey, Craig T.
Titel	Cognitive and school outcomes for high-risk African-American students at middle adolescence. Postive effects of early intervention.
Quelle	In: American educational research journal, 32 (1995) 4, S. 743-772Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 55; Tabellen 5; Abbildungen 6
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312032004743
Schlagwörter	Empirische Untersuchung; Förderung; Vorschulerziehung; Afroamerikaner; Benachteiligtes Kind; Ethnische Minderheit; USA
Abstract	Long-term intellectual and academic benefits related to early childhood educational intervention were found in a sample of students from lowincome families (98% African American). The subjects were randomly assigned to preschool and school-age treatment conditions in a study design that permits a comparison of outcomes in students with preschool treatment followed by early elementary treatment (infancy-8 years), preschool treatment only (infancy-5 years), early elementary school treatment only (5 years-8 years), and untreated controls. At age 15, seven to ten years after any treatment was provided, those students who had preschool treatment scored significantly higher on individually administered tests of reading and mathematics and had fewer instances of grade retention and assignments to special education. The results support the relative efficacy of preschool treatment over that given in early elementary school. Policy implications stress the importance of providing high quality early childhood environments for impoverished children. (DIPF/Abstract übernommen.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1997_(CD)