Average IQ Score
Brookline Early Education Project
Category=JNA
Child's IQ Score
children's intellectual development
cognitive development
developmental continuity consortium study
Dissertation Abstracts International
early childhood education
educational intervention research
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Eric Clearinghouse
Ft Program
Head Start Children
Head Start Performance Standards
Head Start Program
Head Start program evaluations
High Scope Educational Research Foundation
home-based early intervention program
HS Experience
HS Graduate
intelligence measures
IQ Gain
IQ Point
IQ Score
longitudinal studies
Low Income Black Children
Parent Child Center Program
Parent Child Development Center
Parent Teaching Activities
parent training programs
Played Back
preschool intervention effectiveness
Project Head Start
special education outcomes
Standardize IQ Test
Stanford Binet IQ
Summer Head Start
Summer Head Start Programs
Product details
- ISBN 9780367021290
- Weight: 560g
- Dimensions: 152 x 229mm
- Publication Date: 07 Jun 2019
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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Since the founding of Project Head Start in 1965, there has been intense public as well as academic debate about the effectiveness of early intervention programs in producing lasting gains in children's intellectual development. In the past few years, new evidence has accumulated at a rapid pace, and there are now over 100 major studies of longitudinal experiments and Head Start program evaluations. A series of longitudinal studies of early intervention experiments was begun in the 1960s. The children who participated in these programs are now past the third grade and old enough to give reliable responses to IQ and achievement tests. In addition, they have now been in school long enough to allow examination of their overall school performance. This volume includes reports which review both center and house-based early intervention programs. One of the papers presents preliminary findings from the Developmental Continuity Consortium which is pooling the data from 12 major longitudinal experiments. The authors cite evidence for late developing gains which seem permanent. These "sleeper effects" were not manifest in the scores of the same groups of children in the first few years of the postintervention period. In addition to IQ and achievement gains, there is also evidence for gains in emotional adjustment. Early intervention appears to have dramatic effects in the assignment of children to special education classes and on retention in grade, somehow enabling them to maintain their position in the classroom. In all, the papers describe 96 major studies which report positive impacts from early intervention programs.
