Literaturnachweis - Detailanzeige
| Autor/inn/en | Moore, Kristin A.; Glei, Dana A.; Driscoll, Anne K.; Zaslow, Martha J. |
|---|---|
| Institution | Child Trends, Inc., Washington, DC. |
| Titel | Ebbing and Flowing, Learning and Growing: Transitions in Family Economic Resources and Children's Development. |
| Quelle | (1998), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Child Development; Disadvantaged Youth; Elementary Education; Elementary School Students; Family (Sociological Unit); Mathematics Skills; Performance Factors; Poverty; Reading Skills; Welfare Recipients; Welfare Services |
| Abstract | This study examined transitions into and out of poverty and welfare across 4-year time periods and their implications for math and reading skills and behavior among 10- and 11-year-olds. Analyses of data from the National Longitudinal Survey of Youth-Child Supplement indicate that even with controls for factors that select families into poverty, children who do not experience poverty or welfare over this time period are advantaged relative to children who experience either. Children who are continuously poor but never receive welfare have more favorable outcomes than poor children who receive welfare. Among children experiencing changing economic circumstances, if the family manages to leave poverty, child outcomes are more positive; children whose families fall into poverty experience more negative outcomes than children living consistently above the poverty line. Fluctuations in family economic circumstances are also associated with poorer child outcomes. (Contains 32 references and 6 tables.) (JPB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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