McLaughlin, A. E., Campbell, F. C., Pungello, E. P., & Skinner, M. (2007)
Depressive symptoms in young adults: The influences of the
early home environment and early educational childcare. Child Development., 746-756.
Campbell, F. A., Ramey, C. T., Pungello, E. P., Sparling,
J., & Miller-Johnson, S. (2002). Early Childhood Education: Young Adult
Outcomes from the Abecedarian Project. Applied Developmental Science,
6, 42-57. This articles presents the findings concerning intellectual
functioning and academic achievement of the participants at age 21 as well
as findings concerning "life success" measures such as educational attainment,
occupational outcomes, teen parenthood, and social adjustment.
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, 231-242. This article provides detailed findings concerning
the age-21 follow-up of the sample by examining the longitudinal trajectories
of the participants' cognitive and academic development through age 21.
Ramey, C. T., Campbell, F. A., Burchinal, M., Skinner, M.
L., Gardner, D. M., & Ramey, S. L. (2000). Persistent effects of early intervention
on high-risk children and their mothers. Applied Developmental Science,
4, 2-14. In addition to presenting results of child testing, this article
presents findings demonstrating the benefits of the availability of high-quality,
consistent child care for the mothers of children in the Abecedarian study.
Burchinal, M. R., Campbell, F. A., Bryant, D. M., Wasik, B.
H., & Ramey, C. T. (1997). Early intervention and mediating processes
in cognitive performance of children of low-income African American families. Child
Development, 68, 935-954. In this article, the Abecedarian data are
combined with a similar program called project CARE and the mechanisms by
which early intervention affected cognitive performance are examined.
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, 743-772. This article presents results of cognitive and
achievement testing at age 15 as well as data concerning grade retention
and assignments to special education.
Campbell, F. A. & Ramey, C. T. (1994). Effects of early
intervention on intellectual and academic achievement: A follow-up study
of children from low-income families. Child Development, 65, 684-698.
In this article, results of cognitive and achievement testing of study participants
at age 12 are presented.
Ramey, C. T. & Campbell, F. A. (1991). Poverty, early
childhood education, and academic competence: The Abecedarian experiment.
In A. Huston (Ed.), Children reared in poverty (pp. 190-221). New
York: Cambridge University Press. This chapter describes a school-age component
of the project and presents findings from cognitive testing of study participants
in the primary grades of school.
Ramey, C. T., & Campbell, F. A. (1984). Preventive education
for high-risk children: Cognitive consequences of the Carolina Abecedarian
Project. American Journal of Mental Deficiency, 88, 515-523. This
article describes the child care program in detail and presents findings
from cognitive testing of study participants from early infancy through
age 54 months.