Published Online:

New Findings on Abecedarian Project

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

Those who received early educational intervention had significantly higher cognitive-test scores from toddlerhood through age 21 than those who received no intervention.

  • Reading-achievement scores in primary school through age 21 were consistently higher for individuals who received early intervention.
  • Mathematics achievement showed a pattern similar to that of reading, but the differences were not as large as for reading.
  • Those in the early- intervention group were far more likely to be in postsecondary school of some sort at age 21--40 percent of the intervention group, compared with 20 percent of the control group.
  • On average, young adults with children in the project group were 19 when their first child was born, compared with 17 for the control group.

Detailed findings are available online atwww.fpg.unc.edu/~abc.

Web Only

Related Stories
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented