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    "label": "Early Childhood Development #1: Early Childhood Development [3]",
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    "contentType": "document",
    "title": "Early Childhood Development #1: Early Childhood Development [3]",
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        "Records of the First Lady's Office (Clinton Administration)",
        "Melanne Verveer's Subject Files"
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    "seq": 133,
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    "url": "https://s3.us-east-1.amazonaws.com/NARAprodstorage/lz/presidential-libraries/clinton/2068127/42-t-2068127-20060198F-Seg4-017-001-2014-133.jpg",
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    "ocrText": "5\nAcademic Achievement\nReported Grades - Students' reports of their typical high school grades in English, math, and\nscience\nTranscript Grades - For 491 adolescents, an official copy of their high school transcript, sent\ndirectly by the school For the 79 participants whose transcripts were not available,\nestimation procedures based on those with complete information were used to adjust\nself-reported grades for inflated reporting.\nRESULTS\nEach of the three identified models predicting effects of early educational television\nexposure was tested. In each case, preschool viewing of child informative television\nprogramming was tested as a predictor of high school achievement. Differences in parent\neducation and children's early intellectual ability that might affect both viewing and achievement\nwere statistically controlled. This procedure permits disconfirmation of a model if the results\ncontradict it. Alternatively, the results may fail to support a model without actually contradicting\nit, an outcome that weakens confidence in the model without disconfirming it. If the results are\nconsistent with the predictions of a model, that can be considered \"support,\" but the model\ncannot be considered \"proven\" The relations dictated by a model might be equally well\naccounted for by alternative explanations or by factors in the child's environment that were not\nmeasured.\nEarly Learning Model Is Supported\nThe Early Learning Model is outlined in Figure 1. The results supported the model as\nindicated by the directional arrows and check marks.\nChildren's Informative Programs\nExposure to child informative programs predicted vocabulary scores at age 5. Frequent\nviewers had better vocabulary scores than infrequent viewers."
}