The PerW Prcsch~~ol Project is a longitudinal experiment designed to rc~e
cft~-cts of early intervention on disadvantaged children. Bc~un in Yps
Michig:m in 1962， the study comparcs an experimental group thai rccci
daily prcschool program (with weekly home visits) and a control grouI
received no intervention program.
This monograph reports the findings of the I crrs l rcschool Project lrc
beginning until subjects were 1S }ears old. In terms of the time span cove
goes beyond two previous mon~~graphs reporting the study( Weik:trt， l)~
l.awser， & ~ icgerink， 19\"O; Wcikarl， Bond， & McNeil， 197g ). At this wrili~
study continues， with data being collected from ;rod about subjects at al
\"11~c study x~as originally designed to test the straightR~rward hypothcs
oath interxlention has some po，sitivc eftcot on children. Almost two tic
later， a more complex analysis is called for， partly because of the broad al
data 1o be examined and partly because of greater cauti()tJsncss am~)l
pul~lic about programs which .~-ck to alleviate the eftcots of povcrt} . 11~c
findings arc prc~ nted in terms of a set ofintercomlccted pathxvays dcfini
effccts of early intervention over time. The longitudinal stud} of
intervention requires the guidance of a conceptual framework As lhc yt
hv and the data set grows in size and complexity， this conceptthd |r，u]lev
n~:cdcd to determine the nature of data to bc collected as wcll as aid
interpretation of findings.
A truly longitudinal study is not likcly to simply lest :l set ofap~f+;~f h}l+o
in the traditional scientific manner. l]le investigators， the scientific par:
which guide them， and the cuhural mood :ill change over time. ll~en l(
findings that appear during the earl} part of the study prm idc im
feedback to shape the later par3 of the study， even [o delerminc whcthc
the study is to corltinuc.
ll~e Pero Preschool Project began as a local evaluation t}.)r ;l local au(
Now it is a pivotal study on the long-term effects， and even thc valuc， t
educational intervention， lls audicncc is national and international. I;ortu
there havc been several other longitudinal sit，dies ()f early inter~
programs. But the PerD Project appears to bc the only Iongiludiual s~
disadvantaged children meeling two basic criteria: ( 1 ) an cxpcrimcnlal
with experimental and control groups assigned on an esscntiall} randor
and ( 2 ) an early intervention program of daily preschool education and
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