Carolina Abecedarian Project and the Carolina Approach to Responsive Education (CARE), 1972-1992 / Craig T. Ramey, James J. Gallagher, Frances A. Campbell, Barbara H. Wasik, Joseph J. Sparling.

Format:

Datafile

Contributor:

Ramey, Craig T.

Gallagher, James J.

Campbell, Frances A.

Wasik, Barbara H.

Sparling, Joseph J.

Inter-university Consortium for Political and Social Research.

Series:

ICPSR (Series) ; 4091.

ICPSR ; 4091

Language:

English

Genre:

Academic theses.

Physical Description:

1 online resource.

Place of Publication:

Ann Arbor, Mich. : Inter-university Consortium for Political and Social Research [distributor], 2004.

System Details:

Mode of access: World Wide Web.

data file

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 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

Contents:

Part 1: Data File

Notes:

Title from ICPSR DDI metadata of 2006-07-25.

OCLC:

70890218

Access Restriction:

Restricted for use by site license.