A 3½ year study of the intellectual performance of preschool Appalachian children subjected to an enriched day care program revealed marked improvement in the children who received enrichment. Significant gains in IQ scores during the 3 year period of enriched day care programing were shown for the 4 and 5 year old learning disadvantaged children. A control group showed an average loss of 6.45 IQ points during the year prior to public school entry. No further dećrement or increment was noted during 2 years of public school education for these subjects. The overall results of the study support the use of preschool enrichment programing for disadvantaged children on a longitudinal basis.
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