- All model programs studies experienced IQ gain at some point during or after child participation 
- Effects were mostly sustained until age five 
- 10 studies reported an increase of 4-11 IQ points 
- Milwaukee study reported a gain of 25 points 
- Syracuse study did not report any effect 
- Effects persisted the longest in two studies that enrolled children into full-day programs 

Results on the Effects on IQ in Model Programs 

Model Programs:
- 5/11 studies found statistically significant results beyond third grade 
- Effects found through second grade (Milwaukee), fourth grade (Florida), and junior year high school (Abecedarian & Perry)

Large Scale Programs: 
- Results were variable
- 4 found no effects at any time 
- 5 found initial effects that faded by third grade 
- Others did find some long-term effects 

Effects on Achievement 

Model Programs: 
- all but one study (Syracuse) reported lower grade retention and special education rates 
- Syracuse was determined to be not statistically significant 
- 3 Model programs had large effect on graduation rates

Large Scale Programs:
- 8/10 studies shows statistically significant grade retention and special education rates
- 2 large-scale programs had significant effects on graduation rate

Effects on School Progress and Placement 

- 2 studies reported that program children had better classroom behavior 
- 2 other studies reported that teachers stated program children were better socially adjusted 
- Several models found to increase pride in academic achievement 

Perry Preschool (longest and most intensive study follow up)
- Increased commitment to school
- Better relationship with friends and neighbors 
- Greater adult economic success 
- Increased marriage for girls and fewer out-of-wedlock births 

Effects on Socialization 

Comparison group children who attended ECCE programs that met required quality had higher IQ scores than children who had little to no ECCE experience 

Comparison of Model Programs vs Community Child Care

No significant effect was found on the age of entry 

Age of Entry Impact on Results

Abecedarian study found no significant effects of add on services such as home visits. 

Effects of Schoolage Services 

Factors measured in the studies: 
- Effects on IQ
- Effects on achievement 
- Effects on school progress and placement 
- Effects on Socialization 
- Effects of Add-on Schoolage Services

Arizona State University

Research all meets four criteria: 
- The ECCE program was studied at the age of four or earlier (no kindergarten programs)
- The target population studied at the ECCE program were economically disadvantaged children 
- At least one aspect of cognitive development, school progress, or socialization was measured after age of eight 
- No-treatment comparison group was included that was reasonably similar to the target group 

Research on Long Term Effects of ECCE


  W. Steven Barnett. (1995). Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes. The Future of Children, 5(3), 25–50. https://doi.org/10.2307/1602366


The Long Term Effects of Early Childhood Programs on Cognitive and School Outcomes 

36 studies were divided into two categories: 
- 15 studies researchers developed their own ECCE programs to study the effects of exemplary, or model programs 
- 21 studies researchers studied the effects of on-going, large-scale public ECCE programs 

In the 21 studies: 
-  Five examined state or local programs 
-  Five examined children who attended Head Start, state, or local programs  
-  Eleven examined Head Start programs 

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