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.
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