Study Details

Language on this page comes directly from the program model developer or authors. It does not necessarily reflect the official position of the U.S. Department of Health and Human Services or any federal agency.

Citation

Campbell, F. (1999). Long-term outcomes from the Abecedarian study. Paper presented at the biennial meeting of the Society for Research in Child Development, Albuquerque, NM.

Campbell, F. A., Pungello, E. P., Miller-Johnson, S., Burchinal, M., Ramey, C.T. (2001). The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment. Developmental Psychology, 37(2), 231-42.

Ramey, C. T., Campbell, F. A., Burchinal, M., Skinner, M., Gardner, D. M., Ramey, S. L. (2000). Persistent effects of early intervention on high-risk children and their mothers. Applied Development, 4(1), 2-14.

?Campbell, F. A., Ramey, C. T., Pungello, E., Sparling, J., Miller-Johnson, S. (2002). Early childhood education: Young adult outcomes from the Abecedarian project. Applied Developmental Science, 6, 42-57.

Campbell, F. A., Ramey, C. T. (1995). Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention. American Educational Research Journal, 32(4), 743-772.

Program or Component Name
Abecedarian Project
Show Evidence of Effectiveness
N/A
Study Rating and Explanation
N/A — Did not meet the review's screening criteria
Reviewed Studies
Did Not Meet Eligibility Criteria
Protocol Version
Version 1.0