Adult Outcomes as a Function of an Early Childhood Educational Program: An Abecedarian Project Follow-Up

Autor/inn/en	Campbell, Frances A.; Pungello, Elizabeth P.; Burchinal, Margaret; Kainz, Kirsten; Pan, Yi; Wasik, Barbara H.; Barbarin, Oscar A.; Sparling, Joseph J.; Ramey, Craig T.
Titel	Adult Outcomes as a Function of an Early Childhood Educational Program: An Abecedarian Project Follow-Up
Quelle	In: Developmental Psychology, 48 (2012) 4, S.1033-1043 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0026644
Schlagwörter	Adults; Early Childhood Education; Outcomes of Education; Low Income Groups; Followup Studies; Social Adjustment; Economic Status; Educational Attainment; Crime; Graduation Rate; Employment; Employment Level; Welfare Recipients; Heads of Households; Marriage; Parents; Mental Health; Substance Abuse; Physical Health; North Carolina + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernleistung; Schulerfolg; Follow-up studies; Kontaktstudium; Soziale Anpassung; Bildungsabschluss; Bildungsgut; Crimes; Delict; Delicts; Delikt; Dienstverhältnis; Beschäftigungsgrad; Sozialhilfeempfänger; Sozialhilfeempfängerin; Ehe; Eltern; Psychohygiene; Drug use; Drug consomption; Drogenkonsum; Gesundheitszustand
Abstract	Adult (age 30) educational, economic, and social-emotional adjustment outcomes were investigated for participants in the Abecedarian Project, a randomized controlled trial of early childhood education for children from low-income families. Of the original 111 infants enrolled (98% African American), 101 took part in the age 30 follow-up. Primary indicators of educational level, economic status, and social adjustment were examined as a function of early childhood treatment. Treated individuals attained significantly more years of education, but income-to-needs ratios and criminal involvement did not vary significantly as a function of early treatment. A number of other indicators were described for each domain. Overall, the findings provide strong evidence for educational benefits, mixed evidence for economic benefits, and little evidence for treatment-related social adjustment outcomes. Implications for public policy are discussed. (Contains 5 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10