 In 1995 a longitudinal study was conducted at the University of Kansas , the first large @-@ scale evaluation of Sesame Street 's cognitive effects in over twenty years . Its findings supported those of previous studies : early viewing of educational children 's television appeared to contribute to children 's school readiness . Children from disadvantaged backgrounds learned as much as advantaged children per hour of viewing , but they did not watch enough to gain the program 's maximum benefit . In comparing the effects of watching Sesame Street with other programs , commercial entertainment and cartoons had a negative effect ; watching Sesame Street daily did not increase children 's viewing of other categories of television , nor make them less likely to participate in other educational activities . 
