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Author: Hernandez, Donald J.

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1.	Hernandez, Donald J.
1.	Comparing Response Rates for the Survey of Program Dynamics (SPD), Panel Study of Income Dynamics (PSID), and the National Longitudinal Survey of Youth (NLSY) SPD Working Paper SPD99-2, Internal memorandum, U.S. Bureau of the Census, January 28, 1999. Also: http://www.bls.census.gov/spd/workpaper/spd-comp.htm Cohort(s): NLS General, NLSY79 Publisher: U.S. Department of Commerce Keyword(s): Attrition; Data Quality/Consistency; Nonresponse; Panel Study of Income Dynamics (PSID); Survey of Program Dynamics (SPD); Welfare The usefulness of data from any longitudinal or panel study that follows and interviews the same respondents over a period of years depends on the assumption that the data represent the relevant populations. Nonresponse by members of the sample is a potential source of bias that can undermine the quality of estimates derived using longitudinal data. This memorandum compares overall response rates between the initial interview and the most recent interview for three major national surveys, the Survey of Program Dynamics (SPD) conducted by the U.S. Bureau of the Census, the Panel Study of Income Dynamics (PSID) conducted by the Survey Research Center at the University of Michigan, and the National Longitudinal Survey of Youth (NLSY) conducted by the Center for Human Resource Research at Ohio State University. It also discusses major differences across the surveys in the approaches used to maximize long-run response rates, and the consequences of differential nonresponse for data quality.
	Bibliography Citation Hernandez, Donald J. "Comparing Response Rates for the Survey of Program Dynamics (SPD), Panel Study of Income Dynamics (PSID), and the National Longitudinal Survey of Youth (NLSY)." SPD Working Paper SPD99-2, Internal memorandum, U.S. Bureau of the Census, January 28, 1999.

2.	Hernandez, Donald J.
2.	Double Jeopardy How Third-Grade Reading Skills and Poverty Influence High School Graduation Report for the Annie E. Casey Foundation, 2012. An updated revision of the April 2011 by the same title. Cohort(s): Children of the NLSY79, NLSY79 Young Adult Publisher: Annie E. Casey Foundation Keyword(s): Children, Academic Development; Children, Poverty; Children, School-Age; High School Completion/Graduates; National Assessment of Educational Progress (NAEP); Neighborhood Effects; Peabody Individual Achievement Test (PIAT- Reading); Poverty; School Performance; School Progress Permission to reprint the abstract has not been received from the publisher. This study finds that students who don’t read proficiently by third grade are four times more likely to leave without a diploma than proficient readers. It is notable in breaking down for the first time the likelihood of graduation by different reading skill levels and poverty experiences. For purposes of this study, the researchers divided the children into three reading groups which correspond roughly to the skill levels used in the National Assessment of Educational Progress (NAEP): proficient, basic and below basic. The children were also separated into three income categories: those who have never been poor, those who spent some time in poverty and those who have lived more than half the years surveyed in poverty.
	Bibliography Citation Hernandez, Donald J. "Double Jeopardy How Third-Grade Reading Skills and Poverty Influence High School Graduation." Report for the Annie E. Casey Foundation, 2012. An updated revision of the April 2011 by the same title.

3.	Hernandez, Donald J.
3.	Longitudinal and Early Childhood Datasets Presented: Washington, DC, Workshop on the Impact of Mobility and Change on the Lives of Young Children, Schools, and Neighborhoods, National Research Council and Institute of Medicine, June 2009 Cohort(s): Children of the NLSY79 Publisher: National Research Council Keyword(s): Early Childhood Longitudinal Study (ECLS-B, ECLS-K); Mobility, Residential; Mobility, Schools; Overview, Child Assessment Data; Panel Study of Income Dynamics (PSID) Permission to reprint the abstract has not been received from the publisher.
	Bibliography Citation Hernandez, Donald J. "Longitudinal and Early Childhood Datasets." Presented: Washington, DC, Workshop on the Impact of Mobility and Change on the Lives of Young Children, Schools, and Neighborhoods, National Research Council and Institute of Medicine, June 2009.

4.	Hernandez, Donald J. Napierala, Jeffrey S.
4.	Early Education, Poverty, and Parental Circumstances among Hispanic Children: Pointing Toward Needed Public Policies Association of Mexican American Educators Journal 7,2 (2013): 30-39. Also: https://amaejournal.asu.edu/index.php/amae/article/view/124 Cohort(s): Children of the NLSY79, NLSY79 Young Adult Publisher: Association of Mexican American Educators (AMAE) Keyword(s): Children, Academic Development; Children, Poverty; Children, School-Age; Ethnic Differences; High School Completion/Graduates; Hispanic Studies; Hispanic Youth; National Assessment of Educational Progress (NAEP); Peabody Individual Achievement Test (PIAT- Reading); Poverty; School Performance; School Progress Permission to reprint the abstract has not been received from the publisher. This article presents findings from two research projects concerning the educational achievement and well-being of Hispanic children. The first set of findings is from the first-ever study to calculate high school graduation rates for children with different levels of reading skill in third grade, by race-ethnicity and poverty experience. This research analyzes data from the 1979 National Longitudinal Survey of Youth (NLSY79) and is funded by the Annie E. Casey Foundation. The second set of findings draws on indicators from the Foundation for Child Development’s Child Well-Being Index (CWI), which is the nation’s most comprehensive measure of the overall well-being of children. Results for these indicators presented here measure poverty, median family income, Prekindergarten enrollment, and NAEP fourth-grade reading test scores (for data sources, see Hernandez & Napierala, 2012). Additional indicators measure parents’ educational attainments and fluency in speaking English. Finally, policy and program initiatives are recommended to improve the educational achievement and outcomes of Hispanic and other children, and to increase the economic security and well-being of their families.
	Bibliography Citation Hernandez, Donald J. and Jeffrey S. Napierala. "Early Education, Poverty, and Parental Circumstances among Hispanic Children: Pointing Toward Needed Public Policies." Association of Mexican American Educators Journal 7,2 (2013): 30-39.

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