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Sometimes the Null Hypothesis Is Useful Information

When I was assigned as the Associate Editor for the Cole, Mills, Jenkins, and Dale (2005) manuscript, I read it with great interest before I assigned it to three excellent peer reviewers. My interest in the paper was fueled by my knowledge of the early intervention literature in general and the intervention and follow-up efforts of both Cole and his colleagues (Cole, Dale, Mills, & Jenkins, 1993; Mills, Cole, Jenkins, & Dale, 2002; Mills, Dale, Cole, & Jenkins, 1995) and Schweinhart and his colleagues (Schweinhart, Barnes, & Weikart, 1993; Schweinhart, Berrueta-Clement, Barnett, Epstein, & Weikart, 1985; Schweinhart, Weikart, & Larner, 1986b). Readers familiar with the work of Cole, Schweinhart, and their colleagues know that their initial investigations represented relatively rare endeavors in our field. Specifically, they compared early childhood curricula that were based on divergent theoretical frameworks. Moreover, both investigative groups performed their comparisons in an elegant style with between-group experimental designs including random assignment and well specified, preand post-intervention child measures. Even rarer was the