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.
