The Early Training Project: A Seventh-Year Report

Gray, Susan W.; KLAUS, RUPERT A.

doi:10.1111/j.1467-8624.1970.tb01045.x

Cited by 30 publications

(39 citation statements)

References 2 publications

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“…Further, a disproportional number of children in each group were in full-day or halfday PDC programs (also a selection threat). Of the 341 students available for this retrospective analysis, data on whether they participated in the At-Home Program were only available for 142, and the effect of this attrition was never addressed in the Dokecki, 1983General, 1979Datta, 1971Lazar, 1981 Beller (1969) The Philadelphia Project X X Deutsch, Talepores, & Victor (1974) Institute for Developmental Studies (IDS) X X Gilmer, Miller, & Gray (1970) X X Gordon (1971) The Parent Education Program X X X X X Gray & Klaus (1970) The Early Training Project X X X X X Gray & Ruttle (1976) The Family Oriented Visiting Program X Karnes, Hodgins, & Teska (1969) The Curriculum Comparison Project X X X X Karnes et al (1970) X X Glass (1976), as the mean score of the first experimental group minus the mean score of the second experimental group, divided by the pooled standard deviation of the groups: i.e., (x l~x2 ) + SD = ES. Further information about how variables were defined and coded and the procedures for coding and rating methodological quality are contained in Casto, White, & Taylor, 1983. analyses (experimental mortality threat).…”

Section: White Taylor and Mossmentioning

confidence: 99%

Does Research Support Claims About the Benefits of Involving Parents in Early Intervention Programs?

White

Taylor²,

Moss³

1992

Review of Educational Research

136

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It is widely believed that early intervention programs that involve parents are more effective than those that do not. After discussing the types of parent involvement programs that have been implemented in previous early intervention research and defining the benefits which are allegedly associated with the involvement of parents in early intervention programs, this article presents an analysis of the evidence from previous research regarding the alleged benefits. This analysis shows that there is no convincing evidence that the ways in which parents have been involved in previous early intervention research studies result in more effective outcomes. Possible reasons for the lack of observed benefits are offered, and suggestions are made for future research and practice.

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Section: White Taylor and Mossmentioning

confidence: 99%

Does Research Support Claims About the Benefits of Involving Parents in Early Intervention Programs?

White

Taylor²,

Moss³

1992

Review of Educational Research

136

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“…The literature shows that high-quality intervention programs targeting disadvantaged children generally show either beneficial or no effects from the program. For example, Gray and Klaus (1970), Lazar et al (1982), Campbell and Ramey (1994, Yoshikawa (1995), andReynolds et al (2001) document beneficial effects of intervention programs targeting disadvantaged children. Barnett (1995) reviews a variety of early intervention programs and shows that there were mainly beneficial effects on children's development outcomes, although some programs had no treatment effects.…”

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confidence: 99%

Understanding the Mechanisms through Which an Influential Early Childhood Program Boosted Adult Outcomes

Heckman¹,

Pinto²,

Savelyev³

2012

202

250

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A growing literature establishes that high quality early childhood interventions targeted toward disadvantaged children have substantial impacts on later life outcomes. Little is known about the mechanisms producing these impacts. This paper uses longitudinal data on cognitive and personality traits from an experimental evaluation of the influential Perry Preschool program to analyze the channels through which the program boosted both male and female participant outcomes. Experimentally induced changes in personality traits explain a sizable portion of adult treatment effects. Keywords cognitive traits; personality traits; externalizing behavior; academic motivation; factor analysis; human capital; human development; early childhood interventions; social experiments; Perry Preschool program; experimentally estimated production functions A growing literature establishes that early childhood environments substantially impact later life outcomes (e.g., Knudsen et al., 2006 and Almond and Currie, 2011. Less is known about the channels through which early environments operate to produce their long term effects. This paper examines the sources of the success of the Perry Preschool program, a flagship early childhood intervention in the US. 1 The Perry program was a randomized trial that targeted disadvantaged, low IQ African American children ages 3-4. After two years, all participants left the program and enteredCorrespondence to: Peter Savelyev. The paper was presented at a Public Policy and Economics Seminar at the Harris School, University of Chicago, October, 2009, attended by Diane Schatzenbach. 1 The formal name of the program is the "HighScope Perry Preschool Program" (see Schweinhart et al., 2005). NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript the same public school. Data were collected for treatment and control groups through age 40. Heckman et al. (2010a) and Conti et al. (2012) show that the Perry program significantly enhanced adult outcomes including education, employment, earnings, marriage, and participation in healthy behaviors, and reduced participation in crime. 2 We summarize many of these findings in Table 1. All treatment effects displayed there are statistically significant and survive adjustments for multiple hypothesis testing. 3 Heckman et al. (2010b) show that the internal rate of return to the program for both boys and girls is a statistically significant 6-10 percent per year-above the historical return to equity. 4 Positive effects of the Perry program have become a cornerstone of the argument for preschool programs (e.g., Shonkoff and Phillips, 2000). Currently, about 30 percent of all Head Start centers nationwide offer a version of the Perry curriculum (ICPSR, 2010). 5 Previous studies of Perry focus on estimating treatment effects and do not attempt to explain their sources. 6 This paper identifies the psychological skills changed by the Perry program and decomposes the treatment effects on adult outcomes displayed in T...

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“…The research design of the Early Training Project and its early findings will be famil iar to some readers; for others a brief account of the original design and the findings through the first 6 years of the study (Klaus and Gray, 1968;Gray and Klaus, 1970) may be in order.…”

Section: The Original Studymentioning

confidence: 99%

Child Development: Life-Span Perspectives

Lerner¹

1982

Human Development

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Papers in this symposium evaluate the usefulness of ideas associated with the life-span view for enriching or expanding issues, theory, research, and interventions pertinent to change processes during infancy, childhood, adolescence, and adulthood. Lipsitt emphasizes that infants be studied in transaction with their context in order for scientists to appreciate the role of infant development across the rest of life. He calls for greater appreciation of the impact of the biocultural and historical parameters of the context, and makes a plea for the study of process as opposed to static traits. Gray and Ramsey present follow-up data from the subjects in the Early Training Project, an educational intervention begun in 1962 among 3- to 4-year-old children from low income, southern black families. Although some effects of the early intervention on late adolescent/early adult intellectual function were evident, variables continually present in the subjects’ particular sociocultural milieu are seen as having canalized children into a relatively limited set of behaviors. Rockwell and Elder emphasize the role of the familial and sociocultural context in their study of problem behavior among children and adolescents born in Berkeley, Calif, during the Great Depression. Effects of deprivation varied in relation to children’s age, sex, and family statuses. Labouvie- Vief argues that Piaget’s theory of cognitive development can be seen to have important implications for development in adulthood. If one considers the application of formal logic to the ecologically valid problems occurring throughout the adult years, one can conceptually transcend a narrow organismic versus contextual dualism. Finally, Kuhn, in commenting on the preceding papers, notes that, first, they suggest that any stage or phase of development must be considered within the framework of the rest of the life-span; second, the papers argue that developmental phenomena must be examined in the social and historical contexts within which they occur.

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The Early Training Project: A Seventh-Year Report

Cited by 30 publications

References 2 publications

Does Research Support Claims About the Benefits of Involving Parents in Early Intervention Programs?

Does Research Support Claims About the Benefits of Involving Parents in Early Intervention Programs?

Understanding the Mechanisms through Which an Influential Early Childhood Program Boosted Adult Outcomes

Child Development: Life-Span Perspectives

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