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The Effects of the Perry Preschool Program on Youths Through Age 19

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The Effects of the Perry Preschool Program on Youths Through Age 19 DOCUMENT RESUME ED 313 128 PS 018 393 AUTHOR Berrueta-Clement, John R.; And Others TITLE Changed Lives: The Effects of the Perry Preschool Program on .Youths through Age 19. Monographs of the High/Scope Educational Research Foundation, Number Eight. INSTITUTION High/Scope Educational Research Foundation, Ypsilanti, Mich. REPORT NO ISBN-0-931114-28-4 PUB DATE 84 NOTE 224p. AVAILABLE FROMMonograph Series, High/Scope Foundation, 600 North River Street, Ypsilanti, MI 48197 ($15.00, plus shipping). PUB TYPE Reports - Research/Technical (143) EDRS PRICE MFO1 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Academic Achievement; Case Studies; Compensatory Education; *Early Childhood Education; Early Experience; Etiology; Longitudinal Studies; *Low Income Groups; *Outcomes of Education; Research Design; *Social Responsibility; Youth IDENTIFIERS *Perry Preschool Project; *Socioeconomic Success ABSTRACT This study is the eigPi-h-in-a-teries of reports of longitudinal research on the long-telm effects of participation versus nonparticipation in a program of high quality early childhood education, on 123 black youths from families of low, socioeconomic status, who were at risk of failing in school. The study finds that young people up to 19 years of age who attended the High/Scope Educational Research Foundation's Perry Preschool Program *PPP) in the early 1960s continue to outperform peers who did not attend preschool. The PPP provided an organized educational experience directed at the intellectual and social development of young children who participated, in most cases, for 2 years when they were 3 and 4 years of age. Fifty-eight children were assigned to the preschool group called the experimental group and 65 children were assigned to the no-preschool group called the control group. The Perry Preschool study addressed the issue of whether high quality early childhood education would improve the lives of low-income children and their families, and the quality of life of the community as a whole. Sections of the report concern: (1) the background and context of the Perry Preschool Study;(2) preschool's effects on school success, early socioeconomic success, and social responsibility; (3) review and interpretation of study outcomes over time; (4) preschool's long-term impact; (5) the lessons of early childhood research; and (6) nine case studies of children growing up in Ypsilanti, Michigan. An appendix provides information about supplementary analyses of the data. Three commentaries on the study are included. (RH) ********************************************************************.** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION '1111._ Monographs of the Office of Educational Research and Improvement EDUCATIONAL RESOURCES INcORMATION' CENTER (ERIC/ 0 This documeni has been reproducedas High/Scope Educational received horn the person or organization originating it. Minor changes have been made to improve Research Foundation eproduction dual.ty. Points of view or opinions stated in this docu Number Eight meet do not necessarily represent official OERI position or policy, "PERMISSION TO REPRODUCE THIS MATERIAL IN MICROFICHE ONLY HAS BEEN GRANTED BY R. * QN-IRs1 y en TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" Board of Directors The High/Scope Educational Research Foundation is an in- dependent. nonprofit research, development, and training William F. Dannemiller organization with headquarters in Ypsilanti. Michigan. The Attorney. Ypsilanti Foundation's principal goals are to promote the learning and Dr. Robert L. Egbert development of children from infancy through adolescence and to support teachers and parents as they help children George W. Holmes Professor of Education learn and grow. The Foundation conducts national and inter- Teachers College national projects in research, program development, profes- University of NebraskaLincoln sional training, publishing, and public outreach, with Dr. Phillips W. Foster funding support from both governmental and private Professor of Resource Economics sources. University of Maryland This monograph is the eighth in a series reporting the Foundation's longitudinal research on the effects of early Dr. James G. Gosselink childhood education. The findings reported herein indicate Professor and Chairman that the young people who attended the Foundation's Perry Department of Marine Sciences Preschool program in the early 1960s continue to outperform Louisiana State University peers who did not attend preschool, in terms of both school and life success. Joseph L. Molder Headmaster, Westover School Middlebury. Connecticut Phyllis S. Weikart Assistant Professor Department of Physical Education University of Michigan David P. Weikart President. High/Scope Educational Research Foundation 3 Monographs of the High/Scope Educational Research Foundation Number Eight CHANGED LIVES The Effects of the Perry Preschool Program on Youths Through Age 19 John R. Berrueta-Clement Lawrehce J. Schweinhart W. Steven Barnett Ann S. Epstein David P. Weikart with a preface by David P. Weikart and commentaries by Marie Skodak Crissey Edward Gramlich University of Michigan Julius Richmond and Milton Kotelchuck Harvard University HIGH/SCOPE EDUCATIONAL RESEARCH FOUNDATION Ypsilanti, Michigan THE HIGH/SCOPE PRESS ) Copyright ' 1984 by the High/Scope EducationalResearch Foundation. All rights reserved. No part of this work may be reproducedor transmitted in any form or by any means, electronic or mechanical, including photocopying andrecording. or by t ny information storage or retrieval system, without permissionin writing from the publisher. Library of Congress Cataloging in Publication Data Main entry under title: Changed lives. (Monographs of the High/Scope Educational Research Foundation: no. 8) Bibliography: p. 1. Perry Preschool Projecthistory. 2. Socially handicapped childrenEducationMichiganYpsilanti. 3. Socially handicapped children Michigan Ypsilanti Psychology. 4. StudentsMichiganYpsilantiSocio- economic status. 5. YouthMichiganYpsilantiPsych- ology. L B.-Clement, John R.B.- (John R. Berrueta-). 1943- . II. Series. LC4092.M42C46 1984 371.06'7 84-12945 ISBN 0-931114-28-4 Printed in the United States of America v Contents Tables and Figuresix Acknowledgments xi Prefacexiii I.Background and Context of the Perry Preschool Study1 Summary of the Study 1 Conceptual Framework2 The Transactional Approach3 The Causal Model 3 Experimental Design5 Selecting Children for the Study6 Assignment to Groups7 The Preschool Program8 Data Collection, Analysis, and Presentation8 Methods of Analysis11 Case Study Data Collection and Analysis11 Ypsilanti's Black Community12 Ypsilanti: An Overview12 Employment and Business13 Housing14 Politics15 Education16 Summary 18 II.Preschool's Effects on School Success21 Processes Underlying School Success22 Earlier Effects of Preschool and Schor Performance and Attitudes23 Effects on School Performance24 Effects on School Placement and Experiences25 Effects on Commitment to Schooling27 Effects on Educational Attainment30 Effects on Competence in Skills of Everyday Life32 An Economic Analysis of Preschool's Effects on School Success36 Summary 40 III.Preschool's Effects on Early Socioeconomic Success43 The Concept and Measurement of Early Socioeconomic Success43 Effects of Preschool on Employment and Earnings46 Effects of Preschool on Occupational Aspirations46 Effects of Preschool on Economic Dependence and Self- Support48 Effects of Preschool on Other Economic Activities50 C vi Effects of Preschool on Attitudes Toward Work andPay52 Economic Analysis of Preschool's Effectson Early Socioeconomic Success52 Summary 56 IV.Preschool's Effects on Social Responsibility'61 The Components of Social Responsibility61 Earlier Effects of Preschool on Social Responsibility62 Involvement with the Legal System: Effects of Preschoolon Delinquent Behavior and Misbehavior62 Effects of Preschool on Family Linkages69 Effects of Preschool on Relations with Neighbors andthe Community 69 Effects of Preschool on Other Personal and Social Characteristics71 Economic Implications of Preschool's Effectson Social Responsibility73 V.Reviewing and Interpreting Study Outcomesover Time 76 Summary of Group Differences77 Immediate Effects of Preschool on School Success77 Later Effects of Preschool on School Success77 Preschool's Effects on Early Socioeconomic Success78 Preschool's Effects on Social Responsibility ThroughEarly Adulthood78 A Causal Model of Preschool's Effects79 A Summary of the Economic Analysis83 The Costs of Early Education83 The Benefits Resulting from Program Outcomes86 Summation of Costs and Benefits89 VI.Preschool's Long-Term Impact: Summary of the Evidence94 The Seven Studies94 Design of the Seven Studies96 The Seven Samples98 The Seven Programs99 The Analyses of Multiple Studies ? Findings100 Improved Intellectual Performance101 Better Scholastic Placement101 Improved Scholastic Achievement103 Findings on Adolescent Behavior104 Summary of Findings104 VII.The Lessons of Early Childhood Research106 The Nature of Preschool's Effectiveness107 Are There Key Ingredients in Successful Programs?107 Quality: The Key to Preschool's Long-Term Effectiveness109 Who Profits MoSt from a Good Preschool Program?110 Should Public Resources Be Allocated for PreschoolSer- vices?111 7 vii Can This Research Be Used by Policymakers?112 The Need to Reach the Public112 The
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