Frances A Campbell
Biographic Data
| ID | 130461 |
|---|---|
| NAME | Frances A Campbell |
| GIVEN NAMES | Frances A |
| FAMILY NAME | Campbell |
| SIGNATURE | CAMPBELL F A |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 344 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 8 |
Piecing together the puzzle: A mixed methods study of the Abecedarian Intervention
A Longitudinal Study of Academic Identification Among African American Males and Females
Disidentification hypothesis researchers have proposed that African American students start school academically identified; however, over time, African American boys tend to disidentify while girls tend to remain identified. This is the first report to follow up a disidentification study of a group of children first examined during elementary school. The current study aimed to determine whether gender differences in discounting, devaluing, and fu…
Early Childhood Investments Substantially Boost Adult Health
Look After the Child Investing in children has been demonstrated to improve their lives, both during the school-age years and afterward, as assessed by outcomes such as employment and income; furthermore, these investments often help those in the most need. Campbell et al. (p. 1478 ) report that these investments can also lead to improved adult health. Results from a randomized and intensive intervention that involved 122 children in four cohorts…
Adult outcomes as a function of an early childhood educational program: An Abecedarian Project follow-up
Adult (age 30) educational, economic, and social-emotional adjustment outcomes were investigated for participants in the Abecedarian Project, a randomized controlled trial of early childhood education for children from low-income families. Of the original 111 infants enrolled (98% African American), 101 took part in the age 30 follow-up. Primary indicators of educational level, economic status, and social adjustment were examined as a function of…
The Effect of an Early Education Program on Adult Health: The Carolina Abecedarian Project Randomized Controlled Trial
Objectives. We explored whether a successful randomized controlled trial of early education, the Carolina Abecedarian Project (ABC), which enrolled infants from 1972 to 1977 at the Frank Porter Graham Child Development Institute in Chapel Hill, North Carolina, improved health outcomes and behaviors by 21 years of age. Methods. ABC randomized 111 infants to receive an intensive early education program or nutritional supplements and parental counse…
Do Gender Differences Exist in the Academic Identification of African American Elementary School-Aged Children
The disidentification hypothesis predicts that African American boys achieve less in school than African American girls do because boys have less personal investment in doing well academically (i.e., they are disidentified). When do such gender differences emerge? Using self-perception and achievement data from longitudinal studies of children ( N = 113) at high risk for academic problems because they come from low-income families, the authors ex…
Young adult outcomes of the Abecedarian and Care early childhood educational interventions
Differential Recall of Consent Information and Parental Decisions About Enrolling Children in Research Studies
In the present simulation research, the authors examined the relations between the type of information that low-income parents (N = 116) recalled from informed-consent materials and their hypothetical decision to enroll a child in a clinical study. The authors gave parents or guardians of Head Start children information about a medical protocol involving high risk and significant potential benefit to child participants. Differential recall of the…
Improving Informed Consent: The Medium Is Not the Message
Patricia Agre, Frances A. Campbell, Barbara D. Goldman, Maria L. Boccia, Nancy Kass, Laurence B. McCullough, Jon F. Merz, Suzanne M. Miller, Jim Mintz, Bruce Rapkin, Jeremy Sugarman, James Sorenson, Donna Wirshing, Improving Informed Consent: The Medium Is Not the Message, IRB: Ethics & Human Research, Vol. 25, No. 5, Supplement (Sep. - Oct., 2003), pp. S11-S19
The Development of Perceived Scholastic Competence and Global Self-Worth in African American Adolescents from Low-Income Families: The Roles of Family Factors, Early Educational Intervention, and Acad…
Early childhood and concurrent factors associated with adolescents’self-perceptions of scholastic competence and global self-worth were examined longitudinally (at ages 12 and 15) among 88 adolescents from low-income families (87 African American). General linear mixed model analyses indicated that family conflict in adolescence, early childhood educational intervention, and academic achievement were predictors of perceived scholastic competence …
Early Childhood Education: Young Adult Outcomes From the Abecedarian Project
The high-risk infants who initially enrolled in the Abecedarian Project, a longitudinal prospective study of the benefits of early childhood educational intervention within a child care setting, were followed up as young adults (age 21 years). One hundred-eleven infants were in the original sample; 104 took part in the follow up. Treatment was provided in 2 phases: during preschool and in the primary grades. Participants received either both phas…
The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment
In the Abecedarian Project, a prospective randomized trial, the effects of early educational intervention on patterns of cognitive and academic development among poor, minority children were examined. Participants in the follow-up were 104 of the original 111 participants in the study (98% African American). Early treatment was full-time, high-quality, educational child care from infancy to age 5. Cognitive test scores collected between the ages …
Persistent Effects of Early Childhood Education on High-Risk Children and Their Mothers
Child and mother outcomes are reported for the Abecedarian Project, an early child-hood education, pediatric healthcare, and family support program for high-risk chil-dren and their mothers. Three randomized intervention conditions for at-risk partici-pants were compared to a control condition. Randomized control group participants received family support social services, low-cost or free pediatric care, and child nu-tritional supplements but no …
Can intervention early prevent crime later? The abecedarian project compared with other programs
Cognitive and School Outcomes for High-Risk African-American Students at Middle Adolescence: Positive Effects of Early Intervention
Long-term intellectual and academic benefits related to early childhood educational intervention were found in a sample of students from low-income families (98% African American). The subjects were randomly assigned to preschool and school-age treatment conditions in a study design that permits a comparison of outcomes in students with preschool treatment followed by early elementary treatment (infancy–8 years), preschool treatment only (infancy…
Effects of Early Intervention on Intellectual and Academic Achievement: A Follow-Up Study of Children from Low-Income Families
Parental beliefs and values related to family risk, educational intervention, and child academic competence
Maternal IQ and home environment as determinants of early childhood intellectual competence: A developmental analysis
On etudie ici des enfants de couches sociales a risque d'arrieration mentale depuis la naissance jusqu'a 4 ans
Early Childhood Education: Young Adult Outcomes From the Abecedarian Project
The high-risk infants who initially enrolled in the Abecedarian Project, a longitudinal prospective study of the benefits of early childhood educational intervention within a child care setting, were followed up as young adults (age 21 years). One hundred-eleven infants were in the original sample; 104 took part in the follow up. Treatment was provided in 2 phases: during preschool and in the primary grades. Participants received either both phas…
The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment
In the Abecedarian Project, a prospective randomized trial, the effects of early educational intervention on patterns of cognitive and academic development among poor, minority children were examined. Participants in the follow-up were 104 of the original 111 participants in the study (98% African American). Early treatment was full-time, high-quality, educational child care from infancy to age 5. Cognitive test scores collected between the ages …
Adult outcomes as a function of an early childhood educational program: An Abecedarian Project follow-up
Adult (age 30) educational, economic, and social-emotional adjustment outcomes were investigated for participants in the Abecedarian Project, a randomized controlled trial of early childhood education for children from low-income families. Of the original 111 infants enrolled (98% African American), 101 took part in the age 30 follow-up. Primary indicators of educational level, economic status, and social adjustment were examined as a function of…
Maternal IQ and home environment as determinants of early childhood intellectual competence: A developmental analysis
On etudie ici des enfants de couches sociales a risque d'arrieration mentale depuis la naissance jusqu'a 4 ans
Cognitive and School Outcomes for High-Risk African-American Students at Middle Adolescence: Positive Effects of Early Intervention
Long-term intellectual and academic benefits related to early childhood educational intervention were found in a sample of students from low-income families (98% African American). The subjects were randomly assigned to preschool and school-age treatment conditions in a study design that permits a comparison of outcomes in students with preschool treatment followed by early elementary treatment (infancy–8 years), preschool treatment only (infancy…
The Effect of an Early Education Program on Adult Health: The Carolina Abecedarian Project Randomized Controlled Trial
Objectives. We explored whether a successful randomized controlled trial of early education, the Carolina Abecedarian Project (ABC), which enrolled infants from 1972 to 1977 at the Frank Porter Graham Child Development Institute in Chapel Hill, North Carolina, improved health outcomes and behaviors by 21 years of age. Methods. ABC randomized 111 infants to receive an intensive early education program or nutritional supplements and parental counse…
Young adult outcomes of the Abecedarian and Care early childhood educational interventions
The Development of Perceived Scholastic Competence and Global Self-Worth in African American Adolescents from Low-Income Families: The Roles of Family Factors, Early Educational Intervention, and Acad…
Early childhood and concurrent factors associated with adolescents’self-perceptions of scholastic competence and global self-worth were examined longitudinally (at ages 12 and 15) among 88 adolescents from low-income families (87 African American). General linear mixed model analyses indicated that family conflict in adolescence, early childhood educational intervention, and academic achievement were predictors of perceived scholastic competence …
Can intervention early prevent crime later? The abecedarian project compared with other programs
Do Gender Differences Exist in the Academic Identification of African American Elementary School-Aged Children
The disidentification hypothesis predicts that African American boys achieve less in school than African American girls do because boys have less personal investment in doing well academically (i.e., they are disidentified). When do such gender differences emerge? Using self-perception and achievement data from longitudinal studies of children ( N = 113) at high risk for academic problems because they come from low-income families, the authors ex…
Differential Recall of Consent Information and Parental Decisions About Enrolling Children in Research Studies
In the present simulation research, the authors examined the relations between the type of information that low-income parents (N = 116) recalled from informed-consent materials and their hypothetical decision to enroll a child in a clinical study. The authors gave parents or guardians of Head Start children information about a medical protocol involving high risk and significant potential benefit to child participants. Differential recall of the…
A Longitudinal Study of Academic Identification Among African American Males and Females
Disidentification hypothesis researchers have proposed that African American students start school academically identified; however, over time, African American boys tend to disidentify while girls tend to remain identified. This is the first report to follow up a disidentification study of a group of children first examined during elementary school. The current study aimed to determine whether gender differences in discounting, devaluing, and fu…
Parental beliefs and values related to family risk, educational intervention, and child academic competence
Maternal IQ and home environment as determinants of early childhood intellectual competence: A developmental analysis
On etudie ici des enfants de couches sociales a risque d'arrieration mentale depuis la naissance jusqu'a 4 ans
Parental beliefs and values related to family risk, educational intervention, and child academic competence
Effects of Early Intervention on Intellectual and Academic Achievement: A Follow-Up Study of Children from Low-Income Families
Cognitive and School Outcomes for High-Risk African-American Students at Middle Adolescence: Positive Effects of Early Intervention
Long-term intellectual and academic benefits related to early childhood educational intervention were found in a sample of students from low-income families (98% African American). The subjects were randomly assigned to preschool and school-age treatment conditions in a study design that permits a comparison of outcomes in students with preschool treatment followed by early elementary treatment (infancy–8 years), preschool treatment only (infancy…
Can intervention early prevent crime later? The abecedarian project compared with other programs
Persistent Effects of Early Childhood Education on High-Risk Children and Their Mothers
Child and mother outcomes are reported for the Abecedarian Project, an early child-hood education, pediatric healthcare, and family support program for high-risk chil-dren and their mothers. Three randomized intervention conditions for at-risk partici-pants were compared to a control condition. Randomized control group participants received family support social services, low-cost or free pediatric care, and child nu-tritional supplements but no …
The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment
In the Abecedarian Project, a prospective randomized trial, the effects of early educational intervention on patterns of cognitive and academic development among poor, minority children were examined. Participants in the follow-up were 104 of the original 111 participants in the study (98% African American). Early treatment was full-time, high-quality, educational child care from infancy to age 5. Cognitive test scores collected between the ages …
The Development of Perceived Scholastic Competence and Global Self-Worth in African American Adolescents from Low-Income Families: The Roles of Family Factors, Early Educational Intervention, and Acad…
Early childhood and concurrent factors associated with adolescents’self-perceptions of scholastic competence and global self-worth were examined longitudinally (at ages 12 and 15) among 88 adolescents from low-income families (87 African American). General linear mixed model analyses indicated that family conflict in adolescence, early childhood educational intervention, and academic achievement were predictors of perceived scholastic competence …
Early Childhood Education: Young Adult Outcomes From the Abecedarian Project
The high-risk infants who initially enrolled in the Abecedarian Project, a longitudinal prospective study of the benefits of early childhood educational intervention within a child care setting, were followed up as young adults (age 21 years). One hundred-eleven infants were in the original sample; 104 took part in the follow up. Treatment was provided in 2 phases: during preschool and in the primary grades. Participants received either both phas…
Improving Informed Consent: The Medium Is Not the Message
Patricia Agre, Frances A. Campbell, Barbara D. Goldman, Maria L. Boccia, Nancy Kass, Laurence B. McCullough, Jon F. Merz, Suzanne M. Miller, Jim Mintz, Bruce Rapkin, Jeremy Sugarman, James Sorenson, Donna Wirshing, Improving Informed Consent: The Medium Is Not the Message, IRB: Ethics & Human Research, Vol. 25, No. 5, Supplement (Sep. - Oct., 2003), pp. S11-S19
Young adult outcomes of the Abecedarian and Care early childhood educational interventions
Differential Recall of Consent Information and Parental Decisions About Enrolling Children in Research Studies
In the present simulation research, the authors examined the relations between the type of information that low-income parents (N = 116) recalled from informed-consent materials and their hypothetical decision to enroll a child in a clinical study. The authors gave parents or guardians of Head Start children information about a medical protocol involving high risk and significant potential benefit to child participants. Differential recall of the…
The Effect of an Early Education Program on Adult Health: The Carolina Abecedarian Project Randomized Controlled Trial
Objectives. We explored whether a successful randomized controlled trial of early education, the Carolina Abecedarian Project (ABC), which enrolled infants from 1972 to 1977 at the Frank Porter Graham Child Development Institute in Chapel Hill, North Carolina, improved health outcomes and behaviors by 21 years of age. Methods. ABC randomized 111 infants to receive an intensive early education program or nutritional supplements and parental counse…
Do Gender Differences Exist in the Academic Identification of African American Elementary School-Aged Children
The disidentification hypothesis predicts that African American boys achieve less in school than African American girls do because boys have less personal investment in doing well academically (i.e., they are disidentified). When do such gender differences emerge? Using self-perception and achievement data from longitudinal studies of children ( N = 113) at high risk for academic problems because they come from low-income families, the authors ex…
Adult outcomes as a function of an early childhood educational program: An Abecedarian Project follow-up
Adult (age 30) educational, economic, and social-emotional adjustment outcomes were investigated for participants in the Abecedarian Project, a randomized controlled trial of early childhood education for children from low-income families. Of the original 111 infants enrolled (98% African American), 101 took part in the age 30 follow-up. Primary indicators of educational level, economic status, and social adjustment were examined as a function of…
Early Childhood Investments Substantially Boost Adult Health
Look After the Child Investing in children has been demonstrated to improve their lives, both during the school-age years and afterward, as assessed by outcomes such as employment and income; furthermore, these investments often help those in the most need. Campbell et al. (p. 1478 ) report that these investments can also lead to improved adult health. Results from a randomized and intensive intervention that involved 122 children in four cohorts…
A Longitudinal Study of Academic Identification Among African American Males and Females
Disidentification hypothesis researchers have proposed that African American students start school academically identified; however, over time, African American boys tend to disidentify while girls tend to remain identified. This is the first report to follow up a disidentification study of a group of children first examined during elementary school. The current study aimed to determine whether gender differences in discounting, devaluing, and fu…
Piecing together the puzzle: A mixed methods study of the Abecedarian Intervention
Psychology (15 works) · Early Childhood Education and Development (14 works) · Developmental psychology (12 works) · Medicine (11 works) · Child and Adolescent Psychosocial and Emotional Development (10 works) · Early childhood (7 works) · Psychiatry (6 works) · Social Psychology (6 works) · Social Psychology (6 works) · Academic achievement (5 works)