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Daycare Effects on Preschool <br /> 2 <br /> A bstract <br /> The present study compared levels and patterns of intellectual development of <br /> socioeconomically disadvantaged children who received either university-based <br /> enrichment daycare or attended varying amounts of corn m unity-based care which met <br /> federal guidelines. A repeated measures analysis of variance was performed to identify <br /> group effects on IQ level and on patterns of preschool intellectual development. Results <br /> demonstrated that children in the university-based setting consistently scored higher <br /> than children receiving various amounts of corn m unity-based care. Analysis of trends <br /> across time showed that the groups also differed in the patterns of intellectual growth. <br /> The data suggest that corn m unity-based care which meets federal guidelines, as well as <br /> university-based center care, positively changes both the level and pattern of intellectual <br /> development of disadvantaged children. <br />