The study can be termed as a prospective cohort study for the simple reason that study was followed up over a period of time for the children with the similar demographic characteristics. Their educational and psychosocial outcomes were observed with input of certain programs and policy intervention schemes.
The study did inform that higher participation in the child-Parent center program resulted into higher level of school achievement, higher parent participation, and lower rates of school dropout and so on.
Programs and policy interventions were used as manipulative or independent variables to measure its impact on behavior and psychosocial outcome along with children’s increasing capacity to lessen their learning difficulties. Family, school-related many individual factors were used to measure child’s development, their social behavior patterns along with attitudinal differences starting from the early days and then throughout the school-age years. Such intensive study was never conducted ever before in the history.
A great deal of information was collected and examined through class room adjustment, parent participation, special education placement. Educational expectations of all concerned especially students and parents were also understood with altered programs and policy interventions as an independent variable.
All children under study were born in 1980 and belonged to the same community and geographical location. So in a sense it was not only a longitudinal but a detailed cohort study giving a lot of insight on their response characteristics.
Data from table 1 clearly reveals that impact of government intervention programs on children’s educational achievement was considerable, when sample characteristics of ‘CPC Preschool’ and ‘No CPC Preschool groups’ are compared in reference to the original and age 14 samples. ‘CPC Preschool’ children outsmarts ‘No CPC Preschool’ group in development