Agenda - 06-17-1987 - Laserfiche WebLink

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Daycare Effects on Preschool 8 RESULTS The mean IQ scores for these three groups across the 8 assessment periods are displayed in Figure 1 and listed in Table 2. The results of the analysis, reported in Table Insert Figure 1 and Table 2 about here 3, confirm the trends seen in the plot. Significant group, time, and group*tame effects were observed in the analysis of the preschool intellectual development of these poverty children. Insert Table 3 about here The test of the group effects (F(2,118)=20.98, p< .0001) revealed that the three daycare groups had significantly different average IQ levels across the preschool years. The contrasts showed that when IQ scores were averaged across time that the mean IQ level of the EXPERIMENTAL children was significantly higher than that of the control group children (F(1,118)=32.96, p<.0001). The intensity of treatment hypothesis was also supported in that the mean IQ level of the the EXPERIMENTAL children was higher than the mean of the C O M M U NIT Y:12-52 children (F(1418)=19.10, p<.0001), while the CO M M U NIT Y:12-52 children scored significantly higher across time than C O M M U NIT Y:0-11 children (F(1418)=5.77, p<.05). The analysis of the time factor suggested that the same pattern of IQ decline that characterizes preschool intellectual development of poverty children was observed across all groups. The patterns across time can be described by linear decline (F(1,118)=53.21, p<.0001) and a positive quadratic trend (F(1,118)=49.06, p<.0001). That is, the children as a group tend to score lower across time and appear to exhibit a marked "dip" in their scores during late infancy.