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Author: Gershoff, Elizabeth Thompson

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1.	Aber, J. Lawrence Gershoff, Elizabeth Thompson Brooks-Gunn, Jeanne
1.	Social Exclusion of Children in the United States: Identifying Potential Indicators In: Beyond Child Poverty: The Social Exclusion of Children. A. Kahn and S. Kamerman, eds., New York: The Institute for Child and Family Policy at Columbia University, 2002: 245-286 Cohort(s): Children of the NLSY79, NLSY79 Publisher: The Institute for Child and Family Policy at Columbia University Keyword(s): Child Health; Children, Poverty; Children, Well-Being; Family Environment; Welfare Permission to reprint the abstract has not been received from the publisher. In this paper, we will very briefly describe several current conceptual definitions of social exclusion of children, noting that most now consider social exclusion to be a dynamic, multidimensional concept. The main portion of the paper will lay out for American audiences descriptions of eight potential domains of exclusion and identify numerous specific measures of social exclusion in each domain. Throughout, we also identify: (1) national data sources when they exist in the U.S.; (2) if U.S. sources do not exist, European sources as exemplars; and (3) critical features of social exclusion for which we have been unable to identify any data sources.
	Bibliography Citation Aber, J. Lawrence, Elizabeth Thompson Gershoff and Jeanne Brooks-Gunn. "Social Exclusion of Children in the United States: Identifying Potential Indicators" In: Beyond Child Poverty: The Social Exclusion of Children. A. Kahn and S. Kamerman, eds., New York: The Institute for Child and Family Policy at Columbia University, 2002: 245-286

2.	Kuhfeld, Megan Gershoff, Elizabeth Thompson Paschall, Katherine W.
2.	The Development of Racial/Ethnic and Socioeconomic Achievement Gaps during the School Years Journal of Applied Developmental Psychology 57 (July-August 2018): 62-73. Also: https://www.sciencedirect.com/science/article/pii/S019339731730343X Cohort(s): Children of the NLSY79, NLSY79 Publisher: Elsevier Keyword(s): Children, Academic Development; Early Childhood Longitudinal Study (ECLS-B, ECLS-K); Ethnic Differences; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Poverty; Racial Differences; Socioeconomic Status (SES) Although a large body of research has documented racial/ethnic gaps in academic achievement at school entry, less is known about the interaction between race and poverty as achievement gaps develop. This study examined developmental trends in academic achievement gaps between poverty and race/ethnicity groups from school entry to middle school using two large longitudinal data sets. We used time-varying effect modeling (TVEM) to estimate how the associations among race/ethnicity, poverty status, and math and reading achievement vary across continuous age from age 5 to age 15. Poor White students consistently outperformed poor Black and poor Hispanic students, with gaps widening around ages 7-8. Furthermore, we found that within-group variation increased across time, which indicated that a standardized difference in later grades translates to a larger difference in knowledge in later grades. The results highlight the importance of studying race and poverty in interaction when measuring achievement gaps.
	Bibliography Citation Kuhfeld, Megan, Elizabeth Thompson Gershoff and Katherine W. Paschall. "The Development of Racial/Ethnic and Socioeconomic Achievement Gaps during the School Years." Journal of Applied Developmental Psychology 57 (July-August 2018): 62-73.

3.	Paschall, Katherine W. Gershoff, Elizabeth Thompson Kuhfeld, Megan
3.	A Two Decade Examination of Historical Race/Ethnicity Disparities in Academic Achievement by Poverty Status Journal of Youth and Adolescence 47,6 (June 2018): 1164-1177. Also: https://link.springer.com/article/10.1007/s10964-017-0800-7 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Springer Keyword(s): Children, Academic Development; Children, Poverty; Ethnic Differences; Family Income; Household Income; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Poverty; Racial Differences Permission to reprint the abstract has not been received from the publisher. Research on achievement gaps by race/ethnicity and poverty status typically focuses on each gap separately, and recent syntheses suggest the poverty gap is growing while racial/ethnic gaps are narrowing. In this study, we used time-varying effect modeling to examine the interaction of race/ethnicity and poverty gaps in math and reading achievement from 1986-2005 for poor and non-poor White, Black, and Hispanic students in three age groups (5-6, 9-10, and 13-14). We found that across this twenty-year period, the gaps between poor White students and their poor Black and Hispanic peers grew, while the gap between non-poor Whites and Hispanics narrowed. We conclude that understanding the nature of achievement gaps requires simultaneous examination of race/ethnicity and income.
	Bibliography Citation Paschall, Katherine W., Elizabeth Thompson Gershoff and Megan Kuhfeld. "A Two Decade Examination of Historical Race/Ethnicity Disparities in Academic Achievement by Poverty Status." Journal of Youth and Adolescence 47,6 (June 2018): 1164-1177.

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