Barbershop-based HIV/STD Risk Reduction for African American Young Men (ICPSR 35854)
Carolina Abecedarian Project (ABC) and the Carolina Approach to Responsive Education (CARE), Age 21 Follow Up Study, 1993 - 2003 (ICPSR 32262)
The Carolina Abecedarian (ABC) Project and the Carolina Approach to Responsive Education (CARE) projects consist of two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. Combined, the two studies test the hypothesis that child care, home visit, and home school resource interventions can enhance cognitive and academic outcomes for children at risk for school failure due to factors such as poverty, low maternal IQ, or low parental education. These studies provide the only experimental data regarding the efficacy of child care interventions that began during early infancy and lasted until the child entered kindergarten. In addition, the data allow for tests of the efficacy of intervention during the primary grades.
Research hypotheses include:
- Within this high-risk sample, early cumulative risk will be negatively associated with young adult educational outcomes, employment outcomes, avoidance of teen parenthood, and avoidance of criminal behavior.
- Early intervention will moderate the effects of risk such that the effects of increased risk would be weaker for those who received the intervention than for those who did not.
- The early home environment would mediate any found effects for early risk and that early educational intervention would moderate the effects of the early home environment such that the effects of a poor-quality home environment would be weaker for those who received treatment compared to those who did not.
Further information can be found on the Carolina Abecedarian Project Web site.
Carolina Abecedarian Project and the Carolina Approach to Responsive Education (CARE), United States, 1972-1992 (ICPSR 4091)
The Carolina Abecedarian (ABC) Project and the Carolina Approach to Responsive Education (CARE) projects consist of two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. Combined, the two studies test the hypothesis that child care, home visit, and home school resource interventions can enhance cognitive and academic outcomes for children at risk for school failure due to factors such as poverty, low maternal IQ, or low parental education. These studies provide the only experimental data regarding the efficacy of child care interventions that began during early infancy and lasted until the child entered kindergarten. In addition, the data allow for tests of the efficacy of intervention during the primary grades.
Research hypotheses include:
- Within this high-risk sample, early cumulative risk will be negatively associated with young adult educational outcomes, employment outcomes, avoidance of teen parenthood, and avoidance of criminal behavior.
- Early intervention will moderate the effects of risk such that the effects of increased risk would be weaker for those who received the intervention than for those who did not.
- The early home environment would mediate any found effects for early risk and that early educational intervention would moderate the effects of the early home environment such that the effects of a poor-quality home environment would be weaker for those who received treatment compared to those who did not.
Demographic variables included in this collection: gender, age, level of education.