and
academic
achievement
were
statistically
significant,
positive,
and
large.
Cognitive
effects
of
relatively
intense
educational
interventions
were
significant
and
very
large,
even
after
5–
10
years,
and
7–8
of
every
10
preschool
children
did
better
than
the
average
child
in
a
control
or
comparison
group.
Cumulative
incidences
of
an
array
of
personal
and
social
problems
were
statistically,
significantly,
and
substantially
lower
over
a
10-‐
to
25-‐
year
period
for
those
who
had
attended
preschool
(e.g.,
school
drop
out,
welfare
dependence,
unemployment,
poverty,
criminal
behavior).
and
academic
achievement
were
statistically
significant,
positive,
and
large.
Cognitive
effects
of
relatively
intense
educational
interventions
were
significant
and
very
large,
even
after
5–
10
years,
and
7–8
of
every
10
preschool
children
did
better
than
the
average
child
in
a
control
or
comparison
group.
Cumulative
incidences
of
an
array
of
personal
and
social
problems
were
statistically,
significantly,
and
substantially
lower
over
a
10-‐
to
25-‐
year
period
for
those
who
had
attended
preschool
(eg,
school
drop
out,
welfare
dependence,
unemployment,
poverty,
criminal
behavior).
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