RESIDENTIAL CARE - A STUDY OF SHORT-TERM AND LONG-TERM EDUCATIONAL-EFFECTS

School performance and attitudes of a group of children placed in resi dential care were assessed during placement and for an average of four years after discharge. A comparison group of children who were not pl aced in the program was also followed. The residential program emphasi zed both behavioral and educational treatment. Group differences were tested using Hierarchical Linear Modeling (HLM). Results indicated tha t the treatment group had significantly greater improvements in both s chool performance and attitudes during placement. These differences we re also maintained after discharge. It is suggested that long-term edu cational effects with troubled children may require an intensive inter vention over an extended period of time.