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Author: Claessens, Amy

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1.	Duncan, Greg J. Dowsett, Chantelle J. Claessens, Amy Magnuson, Katherine A. Huston, Aletha C. Klebanov, Pamela Kato Pagani, Linda S. Feinstein, Leon Engel, Mimi Brooks-Gunn, Jeanne Sexton, Holly Duckworth, Kathryn Japel, Crista
1.	School Readiness and Later Achievement Presented: Atlanta, GA, Society for Research in Child Development, Biennial Meetings, April 10, 2005. Also: http://www.cpc.unc.edu/training/Duncan_SchoolReadiness_04253.pdf Cohort(s): Children of the NLSY79, NLSY79 Publisher: Society for Research in Child Development (SRCD) Keyword(s): Behavior Problems Index (BPI); British Cohort Study (BCS); Children, Academic Development; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); School Entry/Readiness Permission to reprint the abstract has not been received from the publisher. Using six longitudinal data sets, we estimate links between three key elements of school readiness—school-entry academic, attention, and socioemotional skills—and later school reading and math achievement. In an effort to illuminate how naturally occurring changes in these early skills are associated with children's subsequent learning, most of our regression models control for cognitive, attention and socioemotional skills measured prior to school entry. Across all six studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading skills and then attention. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds.
	Bibliography Citation Duncan, Greg J., Chantelle J. Dowsett, Amy Claessens, Katherine A. Magnuson, Aletha C. Huston, Pamela Kato Klebanov, Linda S. Pagani, Leon Feinstein, Mimi Engel, Jeanne Brooks-Gunn, Holly Sexton, Kathryn Duckworth and Crista Japel. "School Readiness and Later Achievement." Presented: Atlanta, GA, Society for Research in Child Development, Biennial Meetings, April 10, 2005.

2.	Duncan, Greg J. Dowsett, Chantelle J. Claessens, Amy Magnuson, Katherine A. Huston, Aletha C. Klebanov, Pamela Kato Pagani, Linda S. Feinstein, Leon Engel, Mimi Brooks-Gunn, Jeanne Sexton, Holly Duckworth, Kathryn Japel, Crista
2.	School Readiness and Later Achievement Developmental Psychology 43,6 (November 2007): 1428-1446. Also: http://psycnet.apa.org/journals/dev/43/6/1428/ Cohort(s): Children of the NLSY79, NLSY79 Publisher: American Psychological Association (APA) Keyword(s): Behavior Problems Index (BPI); British Cohort Study (BCS); Children, Academic Development; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); School Entry/Readiness Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness—school-entry academic, attention, and socioemotional skills—and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds. (Copyright 2007 by the American Psychological Association)
	Bibliography Citation Duncan, Greg J., Chantelle J. Dowsett, Amy Claessens, Katherine A. Magnuson, Aletha C. Huston, Pamela Kato Klebanov, Linda S. Pagani, Leon Feinstein, Mimi Engel, Jeanne Brooks-Gunn, Holly Sexton, Kathryn Duckworth and Crista Japel. "School Readiness and Later Achievement ." Developmental Psychology 43,6 (November 2007): 1428-1446.

3.	Ryan, Rebecca M. Claessens, Amy
3.	Associations Between Family Structure Changes and Children's Behavior Problems: The Moderating Effects of Timing and Marital Birth Developmental Psychology 49,7 (July 2013): 1219-1231. Also: http://psycnet.apa.org/psycinfo/2012-20863-001/ Cohort(s): Children of the NLSY79, NLSY79 Publisher: American Psychological Association (APA) Keyword(s): Behavior Problems Index (BPI); Divorce; Family Structure; Home Observation for Measurement of Environment (HOME); Marital Dissolution; Parental Influences; Parental Marital Status; Parents, Single The present study explores the implications of family instability for child development by investigating the conditions under which family structure changes matter most to child well-being. Using data from the Maternal and Child Supplement of the National Longitudinal Survey of Youth (N = 3,492), it estimates how changes in family structure during four different developmental periods relate to concurrent and subsequent changes in children’s behavioral trajectories. We estimate associations separately for children born to married and unwed parents, or “fragile families”, to determine if family instability has different effects on children across policy-relevant family types. Results indicate that changes in family structure during the first three years influence children’s behavioral development more consistently than later changes, changes into a single-parent family have different implications than changes into a blended family, and changes in family structure matter more for children born to married parents than children in fragile families.
	Bibliography Citation Ryan, Rebecca M. and Amy Claessens. "Associations Between Family Structure Changes and Children's Behavior Problems: The Moderating Effects of Timing and Marital Birth." Developmental Psychology 49,7 (July 2013): 1219-1231.

4.	Ryan, Rebecca M. Claessens, Amy
4.	Associations Between Family Structure Changes and Children’s Behavior: The Moderating Effects of Timing and Marital Birth Presented: San Francisco CA, Population Association of America Annual Meetings, May 2012 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Population Association of America Keyword(s): Behavior Problems Index (BPI); Divorce; Family Structure; Home Observation for Measurement of Environment (HOME); Marital Dissolution; Parental Influences; Parental Marital Status; Parents, Single Permission to reprint the abstract has not been received from the publisher. The present study explores the implications of family instability for child development by investigating the conditions under which family structure changes matter most to child well-being. Using data from the Maternal and Child Supplement of the National Longitudinal Survey of Youth (N = 3,492), it estimates how changes in family structure during four different developmental periods relate to concurrent and subsequent changes in children’s behavioral trajectories. We estimate associations separately for children born to married and unwed parents, or “fragile families”, to determine if family instability has different effects on children across policy-relevant family types. Results indicate that changes in family structure during the first three years influence children’s behavioral development more consistently than later changes, changes into a single-parent family have different implications than changes into a blended family, and changes in family structure matter more for children born to married parents than children in fragile families.
	Bibliography Citation Ryan, Rebecca M. and Amy Claessens. "Associations Between Family Structure Changes and Children’s Behavior: The Moderating Effects of Timing and Marital Birth." Presented: San Francisco CA, Population Association of America Annual Meetings, May 2012.

5.	Ryan, Rebecca M. Claessens, Amy Markowitz, Anna J.
5.	Associations Between Family Structure Change and Child Behavior Problems: The Moderating Effect of Family Income Child Development 86,1 (January/February 2015): 112-127. Also: http://onlinelibrary.wiley.com/doi/10.1111/cdev.12283/abstract Cohort(s): Children of the NLSY79 Publisher: Blackwell Publishing, Inc. => Wiley Online Keyword(s): Behavior Problems Index (BPI); Birthweight; Children, Behavioral Development; Children, Poverty; Divorce; Family Income; Family Structure; Home Observation for Measurement of Environment (HOME); Marital Dissolution; Parental Influences; Parental Marital Status; Parents, Single This study investigated conditions under which family structure matters most for child well-being. Using data from the Children of the National Longitudinal Survey of Youth (n = 3,936), a national sample of U.S. families, it was estimated how changes in family structure related to changes in children's behavior between age 3 and 12 separately by household income level to determine whether associations depended on families' resources. Early changes in family structure, particularly from a two-biological-parent to single-parent family, predicted increases in behavior problems more than later changes, and movements into single and stepparent families mattered more for children of higher versus lower income parents. Results suggest that for children of higher income parents, moving into a stepfamily may improve, not undermine, behavior.
	Bibliography Citation Ryan, Rebecca M., Amy Claessens and Anna J. Markowitz. "Associations Between Family Structure Change and Child Behavior Problems: The Moderating Effect of Family Income." Child Development 86,1 (January/February 2015): 112-127.

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