<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Campbell, F. A.</style></author><author><style face="normal" font="default" size="100%">Pungello, E. P.</style></author><author><style face="normal" font="default" size="100%">Burchinal, M.</style></author><author><style face="normal" font="default" size="100%">Kainz, K.</style></author><author><style face="normal" font="default" size="100%">Pan, Y.</style></author><author><style face="normal" font="default" size="100%">Wasik, B. H.</style></author><author><style face="normal" font="default" size="100%">Barbarin, O. A.</style></author><author><style face="normal" font="default" size="100%">Sparling, J. J.</style></author><author><style face="normal" font="default" size="100%">Ramey, C. T.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Adult outcomes as a function of an early childhood educational program: an Abecedarian Project follow-up</style></title><secondary-title><style face="normal" font="default" size="100%">Dev PsycholDev Psychol</style></secondary-title><alt-title><style face="normal" font="default" size="100%">Developmental psychology</style></alt-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">*Child Development</style></keyword><keyword><style  face="normal" font="default" size="100%">*Early Intervention (Education)</style></keyword><keyword><style  face="normal" font="default" size="100%">*Educational Status</style></keyword><keyword><style  face="normal" font="default" size="100%">*Social Adjustment</style></keyword><keyword><style  face="normal" font="default" size="100%">Adult</style></keyword><keyword><style  face="normal" font="default" size="100%">Age Factors</style></keyword><keyword><style  face="normal" font="default" size="100%">Child, Preschool</style></keyword><keyword><style  face="normal" font="default" size="100%">Family</style></keyword><keyword><style  face="normal" font="default" size="100%">Female</style></keyword><keyword><style  face="normal" font="default" size="100%">Health Status</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Infant</style></keyword><keyword><style  face="normal" font="default" size="100%">Longitudinal Studies</style></keyword><keyword><style  face="normal" font="default" size="100%">Male</style></keyword><keyword><style  face="normal" font="default" size="100%">Outcome Assessment (Health Care)</style></keyword><keyword><style  face="normal" font="default" size="100%">Poverty</style></keyword><keyword><style  face="normal" font="default" size="100%">Sex Factors</style></keyword><keyword><style  face="normal" font="default" size="100%">Socioeconomic Factors</style></keyword><keyword><style  face="normal" font="default" size="100%">Statistics as Topic</style></keyword><keyword><style  face="normal" font="default" size="100%">Surveys and Questionnaires</style></keyword><keyword><style  face="normal" font="default" size="100%">Young Adult</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Jul</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">4</style></number><edition><style face="normal" font="default" size="100%">2012/01/19</style></edition><volume><style face="normal" font="default" size="100%">48</style></volume><pages><style face="normal" font="default" size="100%">1033-43</style></pages><isbn><style face="normal" font="default" size="100%">0012-1649</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Adult (age 30) educational, economic, and social-emotional adjustment outcomes were investigated for participants in the Abecedarian Project, a randomized controlled trial of early childhood education for children from low-income families. Of the original 111 infants enrolled (98% African American), 101 took part in the age 30 follow-up. Primary indicators of educational level, economic status, and social adjustment were examined as a function of early childhood treatment. Treated individuals attained significantly more years of education, but income-to-needs ratios and criminal involvement did not vary significantly as a function of early treatment. A number of other indicators were described for each domain. Overall, the findings provide strong evidence for educational benefits, mixed evidence for economic benefits, and little evidence for treatment-related social adjustment outcomes. Implications for public policy are discussed.</style></abstract><accession-num><style face="normal" font="default" size="100%">22250997</style></accession-num><notes><style face="normal" font="default" size="100%">1939-0599&lt;br/&gt;Campbell, Frances A&lt;br/&gt;Pungello, Elizabeth P&lt;br/&gt;Burchinal, Margaret&lt;br/&gt;Kainz, Kirsten&lt;br/&gt;Pan, Yi&lt;br/&gt;Wasik, Barbara H&lt;br/&gt;Barbarin, Oscar A&lt;br/&gt;Sparling, Joseph J&lt;br/&gt;Ramey, Craig T&lt;br/&gt;R01 HD040817/HD/NICHD NIH HHS/United States&lt;br/&gt;R01 HD054702/HD/NICHD NIH HHS/United States&lt;br/&gt;R37 HD065072/HD/NICHD NIH HHS/United States&lt;br/&gt;6 R40 MC 00254/PHS HHS/United States&lt;br/&gt;Journal Article&lt;br/&gt;Randomized Controlled Trial&lt;br/&gt;Research Support, N.I.H., Extramural&lt;br/&gt;United States&lt;br/&gt;Dev Psychol. 2012 Jul;48(4):1033-43. doi: 10.1037/a0026644. Epub 2012 Jan 16.</style></notes><custom2><style face="normal" font="default" size="100%">PMC3989926</style></custom2><custom6><style face="normal" font="default" size="100%">NIHMS570539</style></custom6><auth-address><style face="normal" font="default" size="100%">Frank Porter Graham Child Development Institute, CB # 8180, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-8180, USA. frances.campbell@unc.edu</style></auth-address><remote-database-provider><style face="normal" font="default" size="100%">NLM</style></remote-database-provider></record></records></xml>