Sustaining Gains from Early Childhood Intervention: The Abecedarian Program

Campbell, F. A., Pan, Y., & Burchinal, M.

This chapter describes the adult benefits associated with the Abecedarian Project, one of three scientific longitudinal studies of early intervention for high-risk children which had both low attrition and follow-up information extending 25 years or more past the end of early treatment. The other two studies are the Perry Preschool Project (Schweinhart, Montie, Xiang, Barnett, Belfield & Nores, 2005) and the Chicago Longitudinal Study (Reynolds, 2000; Reynolds, Temple & Ou, 2010). We describe important long-term gains seen to date for treated Abecedarian participants, then suggest factors that might have mediated these gains and test the extent to which they appear to have done so.

Related Project(s):
Abecedarian Project
Available here: Cambridge University Press
Citation: Campbell, F. A., Pan, Y., & Burchinal, M. (2019). Sustaining gains from early childhood intervention: The Abecedarian program. In A. Reynolds & J. Temple (Eds.), Sustaining early childhood learning gains: Program, school, and family influences (pp. 268-286). New York, NY: Cambridge University Press.
DOI: 10.1017/9781108349352.013