Untold Lessons from History: Teacher Interviews and Archival Records from the Perry and Abecedarian Projects

Session Type: Symposium

Abstract

This panel explores overlooked lessons from 50+ years of Perry Preschool and Abecedarian Project research, highlighting the marginalization of educators' voices in policy analyses. While these landmark trials drove major early childhood investments through strong evidence of lifespan and multi-generational benefits, implementation details and teacher perspectives were undocumented. Presenters use mixed-methods and new qualitative data—including teacher interviews and classroom records—to reveal the nuance of teacher-child relationships and classroom practices that contributed to the success of these programs. The panel argues for greater use of qualitative methods and implementation science to fully define “high quality” early education, moving beyond purely quantitative and economic perspectives to also honor these programs’ original aim: empowering teachers and communities.

Sub Unit

• SIG-Early Education and Child Development

Chair

• Sylvi Kuperman, University of Chicago

Papers

• A Deeper Dive into Perry Preschool: The Influence of Teacher’s Home-based Visits in Children’s Learning - Tomoko Wakabayashi, Oakland University; Jill Claxton, HighScope Educational Research Foundation

• Rediscovering Perry Preschool through Archival Classroom Records and Teacher Interviews - Sylvi Kuperman, University of Chicago; Tomoko Wakabayashi, Oakland University

• A Mixed-Methods View of the Carolina Abecedarian Project: Applying Educators’ Voices to Explaining Adult Outcomes - Kylie L. Garber, University of North Carolina - Chapel Hill; Sylvi Kuperman, University of Chicago

Session Organizer

• Sylvi Kuperman, University of Chicago

Discussants

• Alison Baulos, University of Chicago

• Louise Derman-Sparks, Pacific Oaks College