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Carolina Abecedarian Project and the Carolina Approach to Responsive Education (CARE), 1972-1992

Author: Craig T RameyJames J GallagherFrances A CampbellBarbara H WasikJoseph J SparlingAll authors
Publisher: Ann Arbor, Mich. : Inter-university Consortium for Political and Social Research [distributor], 2004.
Series: ICPSR (Series), 4091.
Edition/Format:   Computer file : EnglishView all editions and formats
Summary:
The data come from two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. The projects are the Abecedarian Project and a related study, the Carolina Approach to Responsive Education (CARE). Combined, the two studies test the hypothesis that child care, home visit, and home school resource  Read more...
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Details

Material Type: Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Craig T Ramey; James J Gallagher; Frances A Campbell; Barbara H Wasik; Joseph J Sparling; Inter-university Consortium for Political and Social Research.
OCLC Number: 70890218
Notes: Title from ICPSR DDI metadata of 2006-07-25.
Details: Mode of access: Internet.
Contents: Part 1: Data File.
Series Title: ICPSR (Series), 4091.
Responsibility: Craig T. Ramey, James J. Gallagher, Frances A. Campbell, Barbara H. Wasik, Joseph J. Sparling.

Abstract:

The data come from two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. The projects are the Abecedarian Project and a related study, the Carolina Approach to Responsive Education (CARE). Combined, the two studies test the hypothesis that child care, home visit, and home school resource interventions can enhance cognitive and academic outcomes for children at risk for school failure due to factors such as poverty, low maternal IQ, or low parental education. The study is a prospective randomized trial with participants from low-income families either participating in the planned "treatment" groups or serving as untreated controls. All have been followed from birth to adolescence. These studies provide the only experimental data regarding the efficacy of child care interventions that began during early infancy and lasted until the child entered kindergarten. In addition, the data allow for tests of the efficacy of intervention during the primary grades. The Abecedarian Project recruited children born between 1972 and 1977. At entry to school, half of the children within each of the two randomized preschool groups were randomly assigned to receive a home school resource teacher program during the first three years of elementary school. Children recruited for Project CARE (Carolina Approach to Responsive Education), however, were born between 1978 and 1980 and randomly assigned to one of three treatment groups: child care plus home visits, home visits only, or control. All Project CARE children assigned to either the child care plus home visit or home visit only groups also received the home school resource teacher treatment during the first three years of elementary school. Essentially, three educational treatments were provided: educational child care ... Cf.: http://dx.doi.org/10.3886/ICPSR04091.

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Primary Entity

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