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Author: Cheadle, Jacob E.
Resulting in 4 citations.
1. Cheadle, Jacob E.
Amato, Paul R.
King, Valarie
Patterns of Nonresident Father Contact
Demography 47,1 (February 2010): 206-225.
Also: http://www.springerlink.com/content/a818107v1h6tj831/
Cohort(s): Children of the NLSY79, NLSY79
Publisher: Population Association of America
Keyword(s): Canadian National Longitudinal Survey of Children and Youth (NLSCY); Child Care; Child Support; Children, Well-Being; Cohabitation; Fathers, Absence; Fathers, Involvement; Marriage; Modeling, Growth Curve/Latent Trajectory Analysis; Mothers, Education; Parent-Child Interaction

Permission to reprint the abstract has not been received from the publisher.

We used the National Longitudinal Survey of Youth 1979 cohort (NLSY79) from 1979 to 2002 and the Children of the National Longitudinal Survey of Youth (CNLSY) from 1986 to 2002 to describe the number, shape, and population frequencies of U.S. nonresident father contact trajectories over a 14-year period using growth mixture models. The resulting four-category classification indicated that nonresident father involvement is not adequately characterized by a single population with a monotonic pattern of declining contact over time. Contrary to expectations, about two-thirds of fathers were consistently either highly involved or rarely involved in their children's lives. Only one group, constituting approximately 23% of fathers, exhibited a clear pattern of declining contact. In addition, a small group of fathers (8%) displayed a pattern of increasing contact. A variety of variables differentiated between these groups, including the child's age at father-child separation, whether the child was born within marriage, the mother's education, the mother's age at birth, whether the father pays child support regularly, and the geographical distance between fathers and children. [ABSTRACT FROM AUTHOR]
Bibliography Citation
Cheadle, Jacob E., Paul R. Amato and Valarie King. "Patterns of Nonresident Father Contact." Demography 47,1 (February 2010): 206-225.
2. Cheadle, Jacob E.
Goosby, Bridget J.
Birth Weight, Cognitive Development, and Life Chances: A Comparison of Siblings from Childhood into Early Adulthood
Social Science Research 39,4 (July 2010): 570-584.
Also: http://www.sciencedirect.com/science/article/pii/S0049089X10000165
Cohort(s): Children of the NLSY79
Publisher: Academic Press, Inc.
Keyword(s): Birthweight; Child Health; Cognitive Development; Educational Attainment; High School Diploma; Home Observation for Measurement of Environment (HOME); Life Course; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Siblings

Using data from the National Longitudinal Survey of Youth Child Sample (CNLSY79), we sought to elaborate the complex interplay between childhood health and educational development over the early life course. Our approach made use of sibling comparisons to estimate the relationship between birth weight, cognitive development, and timely high school completion in models that spanned childhood, adolescence, and into early adulthood. Our findings indicated that lower birth weight, even after adjusting for fixed-family characteristics and aspects of the home environment that varied between siblings, was associated with decreased cognitive skills at age 5 and marginally significantly slower growth rates into adolescence. In addition, low birth weight increased the risk of not graduating by age 19, although this relationship reflected differences in cognitive development. Additional moderation analyses provided no evidence that birth weight effects are exacerbated by social conditions. Overall, the pattern of findings painted a complex picture of disadvantage, beginning in the womb and presumably via educational attainment, extending over the life course. [Copyright (c) Elsevier]

Copyright of Social Science Research is the property of Academic Press Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bibliography Citation
Cheadle, Jacob E. and Bridget J. Goosby. "Birth Weight, Cognitive Development, and Life Chances: A Comparison of Siblings from Childhood into Early Adulthood." Social Science Research 39,4 (July 2010): 570-584.
3. Goosby, Bridget J.
Cheadle, Jacob E.
Birth Weight, Math and Reading Achievement Growth: A Multilevel Between-Sibling, Between-Families Approach
Social Forces 87,3 (March 2009): 1291-1320.
Also: http://www.jstor.org/stable/40345162
Cohort(s): Children of the NLSY79, NLSY79
Publisher: University of North Carolina Press
Keyword(s): Academic Development; Armed Forces Qualifications Test (AFQT); Behavior Problems Index (BPI); Birthweight; Educational Attainment; Family Environment; Family Studies; Home Environment; Home Observation for Measurement of Environment (HOME); Modeling, Multilevel; Panel Study of Income Dynamics (PSID); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading)

Permission to reprint the abstract has not been received from the publisher.

We used multilevel covariance structure analysis to study the relationship between birth weight, family context and youth math and reading comprehension growth from approximately ages 5 through 14 within and between families. Using data from the National Longitudinal Survey of Youth Child Sample, we examined the relationship between birth weight and subsequent academic achievement growth disparities, distinguishing between birth weight and other contextual social confounders. We found that smaller birth weight is associated with lower math and reading scores at age 5. Additional findings indicated that the home environment has important developmental consequences from early childhood and into adolescence. Overall, the pattern of findings painted a complex picture of disadvantage, beginning in the womb and extending through a variety of mechanisms into adolescence. [ABSTRACT FROM AUTHOR]

Copyright of Social Forces is the property of University of North Carolina Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bibliography Citation
Goosby, Bridget J. and Jacob E. Cheadle. "Birth Weight, Math and Reading Achievement Growth: A Multilevel Between-Sibling, Between-Families Approach." Social Forces 87,3 (March 2009): 1291-1320.
4. Goosby, Bridget J.
Cheadle, Jacob E.
Birth Weight, Math, and Reading Achievement Growth: A Multilevel Between-Sibling, Between-Families Approach
Working Paper #07-21, National Poverty Center, August 2007.
Also: http://npc.umich.edu/publications/u/NPC%20Working%20Paper%20BW%20math%20and%20reading.pdf
Cohort(s): Children of the NLSY79, NLSY79
Publisher: National Poverty Center
Keyword(s): Academic Development; Birthweight; Educational Attainment; Family Environment; Family Studies; Home Observation for Measurement of Environment (HOME); Panel Study of Income Dynamics (PSID); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading)

Permission to reprint the abstract has not been received from the publisher.

We used multilevel covariance structure analysis to study the relationship between birth weight, family context, and youth math and reading comprehension growth from approximately age 5 until about age 14. Using data from the National Longitudinal Survey of Youth Child Sample (CNLSY79), we build on previous research examining both the causal relationship between birth weight and subsequent academic achievement disparities, distinguishing between birth weight and other contextual social confounders both within and between families. Taking into account family characteristics, including those that vary between-siblings within-families, we find that lower birth weight is associated with lower math and reading scores at age 5. Although these birth weight gaps do not increase as children age, they do not decrease either. Additional findings indicate that the home environment has important developmental consequences from early childhood and into adolescence. Overall, this pattern of findings paints a complex picture of disadvantage, beginning in the womb and extending through a variety of mechanisms into adolescence.
Bibliography Citation
Goosby, Bridget J. and Jacob E. Cheadle. "Birth Weight, Math, and Reading Achievement Growth: A Multilevel Between-Sibling, Between-Families Approach." Working Paper #07-21, National Poverty Center, August 2007.