Carolina Abecedarian Project and the Carolina Approach to Responsive Education (CARE), United States, 1972-1992

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.

卡罗来纳字母表项目（Carolina Abecedarian Project，简称ABC项目）与卡罗来纳应对教育法（Carolina Approach to Responsive Education，简称CARE）项目，共涵盖两项连续的纵向研究，旨在探讨针对发育迟缓和学业失败高风险儿童的早期儿童教育干预的有效性。这两项研究共同验证了假设：儿童保育、家庭访问以及家庭教育资源干预能够提升因贫困、低母亲智商或低父母教育水平等因素导致学业失败风险儿童的认知和学术成果。这些研究提供了唯一关于从婴儿早期开始并持续至儿童进入幼儿园的儿童保育干预有效性的实验数据。此外，数据还允许对小学阶段的干预效果进行测试。研究假设包括：在此高风险样本中，早期累积风险将与年轻成年人的教育成果、就业成果、避免青少年父母身份以及避免犯罪行为呈负相关。早期干预将调节风险的影响，使得接受干预者的风险增加效果将弱于未接受干预者。早期家庭环境将调节早期风险发现的影响，早期教育干预将调节早期家庭环境的影响，使得不良家庭环境对接受治疗者的影响将弱于未接受治疗者。本数据集包含的人口统计学变量包括：性别、年龄、教育水平。