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64.

Ibid., pp. 303­4.

65.

Zigler, "Formal Schooling for Four-Year-Olds?" pp. 30­31.

66.

See Haskins, p. 279.

67.

Schweinhart, Significant Benefits, pp. 59, 86, 106.

68.  Deanna S. Gomby et al., "Long-Term Outcomes of Early

Childhood Programs: Analysis and Recommendations," in The

Future of Children 5, no. 3 (Winter 1995): 14.

69.  Zigler, "Formal Schooling for Four-Year-Olds?" p. 30.

See also Haskins, pp. 279­80.

70.  See W. Steven Barnett, "Long-Term Effects of Early

Childhood Programs on Cognitive and School Outcomes," in

The Future of Children 5, no. 3 (Winter 1995): 44.

71.  There is no published analysis of the per child cost of

the Abecedarian project; however, project leaders are plan-

ning a cost analysis of the program.  Craig T. Ramey,

Frances A. Campbell, and Clancy Blair, "Enhancing the Life

Course for High-Risk Children: Results from the Abecedarian

Project," in Social Programs That Work, ed. Jonathan Crane,

(New York: Russell Sage Foundation: 1998), pp. 179­80.

72.  For a complete description of the Abecedarian

Project, see Frances A. Campbell and Craig T. Ramey,

"Cognitive and School Outcomes for High-Risk African-

American Students at Middle Adolescence: Positive Effects

of Early Intervention," American Educational Research

Journal 32, no. 4 (Winter 1995): 743­72.

73.

Campbell and Ramey, p. 750.

74.

Ibid., p. 752.

75.

Ibid., p. 752.

76.

Ibid., p. 743.

77.

Ibid., p. 757, 760-61.

78.

Ibid., pp. 768-69.

79.

Ibid., p. 766.

80.

Bryant and Maxwell, p. 34.

81.

Campbell and Ramey, p. 768.