Educating Intelligence: Determinants of School Behavior of Disadvantaged Children

Abstract

This report discusses the effects of a two year intervention on preschool disadvantaged children, as found in a one year follow up. Research and experimental variables of a more or less controllable nature tend to obscure any clear cut conclusion as to the extent and quality of change in these children. It is certainly questionable whether existing standardized tests are appropriate with regard to either the intervention or the socioeconomic status of the children involved.