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			The Abecedarians approach to social competence: Cognitive and linguistic intervention for disadvantaged preschoolers Ramey, Craig T., 1982 In K. Borman (Ed.), The social life of children in a changing society (pp. 145-174). Hillsdale, NJ: Lawrence Erlbaum Associates A description of the educational environment set up for the disadvantaged preschooler by the Carolina Abecedarian Project to aid achievement of educational competence	Reports & Papers
			Abecedarian Project Campbell, Frances A.,	Major Research Projects
			Adult outcomes as a function of an early childhood educational program: An Abecedarian Project follow-up Campbell, Frances A., July, 2012 Developmental Psychology, 48(4), 1033-1043 A longitudinal study of the effect of an early educational intervention on economic, socioemotional, and educational outcomes at age 30, based on data collected from 101 of the original low-income participants in the Abecedarian Project experiment in North Carolina	Reports & Papers
			Allegiances or attachments: Relationships among infants and their daycare teachers Farran, Dale, 1984 In R. Ainslie (Ed.), The child and the daycare setting: Qualitative variations and development (pp. 133-158). New York: Praeger Publishers A study of infants� social interactions and relationships with alternative caregivers in child care	Reports & Papers
			An analysis of the effectiveness of early intervention programs for high-risk children Bryant, Donna M., 1987 In M.J. Guralnick & F.C. Bennett (Eds.), Effectiveness of early intervention for at-risk and handicapped children (pp. 33-78). New York: Academic Press A review of seventeen studies on the impact of early educational intervention on intellectual development in children from socioeconomically disadvantaged families	Other
			The AppleTree approach to school readiness: A case study using a longitudinal population-referenced evaluation approach Ramey, Craig T., 2010 Washington, DC: AppleTree Institute for Education Innovation. Findings from a study of the quality of AppleTree Institute for Education Innovation prekindergarten classrooms, of participants' cognitive development, and of the relationship of participants' cognitive development to years of program participation	Fact Sheets & Briefs
			Beginning school for children at risk Ramey, Craig T., 1999 In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 217-251). Baltimore: Paul H. Brookes Publishing Co. A review of why the transition to school is considered an important period for scientific inquiry, educational improvement, and societal concern	Other
			Carolina Abecedarian Project and the Carolina Approach to Responsive Education (CARE), 1972-1992 Ramey, Craig T., 2004 Ramey, Craig T., James J. Gallagher, Frances A. Campbell, Barbara H. Wasik, and Joseph J. Sparling. CAROLINA ABECEDARIAN PROJECT AND THE CAROLINA APPROACH TO RESPONSIVE EDUCATION (CARE), 1972-1992 [Computer file]. ICPSR version. Chapel Hill, NC: University of North Carolina [producer], 2002. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2004.	Data Sets
			The Carolina Abecedarian Project: An educational experiment concerning human malleability Ramey, Craig T., 1987 In J.J. Gallagher (Ed.), The malleability of children (pp. 127-139). Baltimore: Paul H. Brookes Publishing Co. A review of the experimental early education program, Carolina Abecedarian Project, which focuses on the intellectual development of at-risk preschool children	Reports & Papers
			Child health and academic achievement among former Head Start children Spernak, Stephanie M., October 2006 Children and Youth Services Review, 28(10), 1251-1261 A longitudinal analysis of the impact of general and mental health status on the academic achievement scores of former Head Start students in kindergarten and third grade	Reports & Papers
			Children and public policy: A role for psychologists Ramey, Craig T., 1974 American Psychologist, 29(1), 14-18 An overview of national child mental health policy and service delivery in the 1970s	Reports & Papers
			Children at risk: Effects of a four-year Head Start transition program on special education identification Redden, Sandra Cluett, 2001 Journal of Child and Family Studies, 10(2), 255-270 A study of special need identification rates for former Head Start children by the third grade, comparing the difference in identification rates for children with and without a systematic Head Start transition experience, using the National Head Start Early Childhood Transition Study	Reports & Papers
			Children at risk: Identification and intervention Ramey, Craig T., 1980 Children Today, 9(6), 12-16 A discussion of three longitudinal studies exploring demographics and family predictors of developmental disabilities and the impact of early intervention programs on preventing developmental disabilities	Other
			Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention Campbell, Frances A., 1995 American Educational Research Journal, 32(4), 743-772 A study of the long-term positive cognitive and social outcomes of low-income, primarily African American, adolescents in an early childhood educational intervention program	Reports & Papers
			Compensatory education for disadvantaged children Ramey, Craig T., 1982 In J. Belsky (Ed.), In the beginning: Readings in infancy (pp. 259-269). New York: Columbia University Press A review of the early intervention program, the Carolina Abecedarian Project, regarding the social and intellectual development of low-income, predominately African American students	Reports & Papers
			Consequences of infant daycare Ramey, Craig T., 1981 In Infants and their social environments (pp. 65-76). Washington, DC: NAEYC Press An overview on the proper care of infants and toddlers in center-based child care settings	Reports & Papers
			The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment Campbell, Frances A., 2001 Developmental Psychology, 37(2), 231-242 An examination of the effects of an early educational intervention on patterns of cognitive and academic development among 111 poor, minority children using data collected in intervals between the ages of 3 and 21	Reports & Papers
			Disadvantaged single teenage mothers and their children: Consequences of free educational day care Campbell, Frances A., 1986 Family Relations, 35(1), 63-68 A longitudinal study of the effects of free educational child care support systems on the lives of teenage mothers and the cognitive ability of infants	Reports & Papers
			Early childhood education: Young adult outcomes from the Abecedarian Project Campbell, Frances A., 2002 Applied Developmental Science, 6(1), 42-57 An article presenting the effects at age 21 of the Abecedarian Project, an early intervention for at-risk children, on cognitive, educational, and social outcomes	Reports & Papers
			Early childhood programs and success in school: The Abecedarian Study Campbell, Frances A., 1998 In W. S. Barnett & S. Boocock (Eds.), Early care and education for children in poverty: Promises, programs, and long-term results (pp. 145-166). Albany, NY: State University of New York Press An analysis of the academic outcomes of low income children participating in the Carolina Abecedarian Project, an intensive early intervention	Reports & Papers
			Early day care, infant-mother attachment, and maternal responsiveness in the infants' first year Burchinal, Margaret, 1992 Early Childhood Research Quarterly, 7(2), 383-396 A longitudinal study on the impact of non maternal child care on mother-child relationships and infants� insecure maternal attachments	Reports & Papers
			Early educational intervention, early cumulative risk, and the early home environment as predictors of young adult outcomes within a high-risk sample Pungello, Elizabeth Puhn, January/February 2010 Child Development, 81(1), 410-426 An examination effects of the Abecedarian study and the CARE study, two randomized trials of early intervention, on young adult outcomes and an examination of the possible mediators of early cumulative risk and the early home environment in a sample of 139 young adults at age 21, from high-risk families enrolled as infants	Reports & Papers
			Early educational interventions: Principles of effective and sustained benefits from targeted early education programs Ramey, Sharon L., 2006 In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 445-459). New York: Guilford Press A summary of research findings, from the mid 1960s to date, on the effects of early educational interventions on the language and cognitive outcomes and later educational achievement of at risk preschool children	Other
			Early intervention and the early experiences paradigm: Toward a better framework for social policy Ramey, Craig T., 1984 Journal of Children in Contemporary Society, 17(1), 3-13 A discussion of early intervention programs, their rationale and the historical progression of paradigms for their assessment	Reports & Papers
			Early intervention and long-term predictors of school status Ramey, Craig T., 1992 In New directions in child and family research: Shaping Head Start in the 90s: The First Head Start National Research Conference, June 24-26, 1991: Summary of conference proceedings (pp. 170-174). Washington, DC: U.S. Administration on Children, Youth, and Families A longitudinal study of the effects of early intervention education for at-risk children beginning in infancy on long term schooling, using data from the Carolina Abecedarian Project	Reports & Papers

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