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Author: Lee, Kenneth T. H.
Resulting in 5 citations.
1. Duncan, Greg J.
Lee, Kenneth T. H.
Kalil, Ariel
Ziol-Guest, Kathleen M.
Maternal Age and Child Achievement
Presented: San Diego CA, Population Association of America Annual Meeting, April-May 2015
Cohort(s): Children of the NLSY79
Publisher: Population Association of America
Keyword(s): Age at Birth; Age at First Birth; Behavior Problems Index (BPI); Births, Repeat / Spacing; Home Observation for Measurement of Environment (HOME); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading)

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

Drawing data from the Children of the NLSY79, we estimate differences in teenage achievement and problem behavior for children born to younger and older mothers. We distinguish between the value for children of being born to a mother who delayed her first birth and the value of the additional years between her first birth and the birth of the child whose outcomes are under study. We find that each year the mother delays a first birth is associated with between a .025 sd and .042 sd increase in school achievement and a .038 sd reduction in teen behavior problems. Coefficients are at least half as large for additional years between the first and given birth, even in the presence of controls for family fixed effects. Our mediational analyses shows that the primary pathway by which delaying first births benefits children is by enabling mothers to complete more schooling.
Bibliography Citation
Duncan, Greg J., Kenneth T. H. Lee, Ariel Kalil and Kathleen M. Ziol-Guest. "Maternal Age and Child Achievement." Presented: San Diego CA, Population Association of America Annual Meeting, April-May 2015.
2. Duncan, Greg J.
Lee, Kenneth T. H.
Kalil, Ariel
Ziol-Guest, Kathleen M.
Parent Income-Based Gaps in Schooling, Earnings and Family Income: Cross-Cohort Trends in the NLSYs and the PSID
Working Paper, University of California--Irvine, January 9, 2015.
Also: http://sites.uci.edu/gduncan/files/2013/06/RSF-Memo-Duncan-et-al-010815.pdf
Cohort(s): NLSY79, NLSY97
Publisher: University of California--Irvine
Keyword(s): College Education; Educational Attainment; Family Income; Panel Study of Income Dynamics (PSID); Parental Influences; Socioeconomic Background

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

Several sources of evidence point to a growing gap in the achievement and school attainment of children growing up in high vs. low-income families (Reardon, 2011; Bailey and Dynarski, 2011; Duncan et al. 2014). Given the voluminous body of research linking labor market success with test scores and, especially, completed schooling (Card, 1999), one would expect that growing parental income-based gaps in completed schooling to translate into growing gaps in children's adult earnings and family income. Surprisingly, Chetty's (2014) recent analysis of tax files indicates that this does not appear to be the case.

We take a new look at this puzzle by investigating trends in the income-based gaps in completed schooling and early- and mid-career earnings and family income using data from the two cohorts of the National Longitudinal Survey of Youth (NLSY79 and NLSY97) as well as 31 birth cohorts from the Panel Study of Income Dynamics (PSID). Our procedures are detailed in an appendix.

Bibliography Citation
Duncan, Greg J., Kenneth T. H. Lee, Ariel Kalil and Kathleen M. Ziol-Guest. "Parent Income-Based Gaps in Schooling, Earnings and Family Income: Cross-Cohort Trends in the NLSYs and the PSID." Working Paper, University of California--Irvine, January 9, 2015.
3. Duncan, Greg J.
Lee, Kenneth T. H.
Rosales-Rueda, Maria Fernanda
Kalil, Ariel
Maternal Age and Child Development
Demography 55,6 (December 2018): 2229-2255.
Also: https://link.springer.com/article/10.1007/s13524-018-0730-3
Cohort(s): Children of the NLSY79, NLSY79
Publisher: Population Association of America
Keyword(s): Age at First Birth; Behavior Problems Index (BPI); Child Development; Educational Attainment; Mothers, Education; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT)

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

Although the consequences of teen births for both mothers and children have been studied for decades, few studies have taken a broader look at the potential payoffs--and drawbacks--of being born to older mothers. A broader examination is important given the growing gap in maternal ages at birth for children born to mothers with low and high socioeconomic status. Drawing data from the Children of the NLSY79, our examination of this topic distinguishes between the value for children of being born to a mother who delayed her first birth and the value of the additional years between her first birth and the birth of the child whose achievements and behaviors at ages 10–13 are under study. We find that each year the mother delays a first birth is associated with a 0.02 to 0.04 standard deviation increase in school achievement and a similar-sized reduction in behavior problems. Coefficients are generally as large for additional years between the first and given birth. Results are fairly robust to the inclusion of cousin and sibling fixed effects, which attempt to address some omitted variable concerns. Our mediational analyses show that the primary pathway by which delaying first births benefits children is by enabling mothers to complete more years of schooling.
Bibliography Citation
Duncan, Greg J., Kenneth T. H. Lee, Maria Fernanda Rosales-Rueda and Ariel Kalil. "Maternal Age and Child Development." Demography 55,6 (December 2018): 2229-2255.
4. Magnuson, Katherine A.
Duncan, Greg J.
Lee, Kenneth T. H.
Metzger, Molly
Early School Adjustment and Educational Attainment
American Educational Research Journal 53,4 (August 2016): 1198-1228.
Also: http://aer.sagepub.com/content/53/4/1198
Cohort(s): Children of the NLSY79, NLSY79 Young Adult
Publisher: American Educational Research Association
Keyword(s): Attention/Attention Deficit; Behavior Problems Index (BPI); Children, Academic Development; Children, Adjustment Problems; Educational Attainment; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading)

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

Although school attainment is a cumulative process combining mastery of both academic and behavioral skills, most studies have offered only a piecemeal view of the associations between middle-childhood capacities and subsequent schooling outcomes. Using a 20-year longitudinal data set, this study estimates the association between children's academic skills, antisocial behaviors, and attention problems--all averaged across middle childhood--and their long-term educational outcomes. After adjusting for family and individual background measures, we find that high average levels of math and reading achievement, and low average levels of antisocial behavior problems, are positively associated with later attainment. Associations between attention problems and attainment are small. Associations are attenuated somewhat when sibling differences in these skills and behaviors are related to sibling differences in attainment outcomes.
Bibliography Citation
Magnuson, Katherine A., Greg J. Duncan, Kenneth T. H. Lee and Molly Metzger. "Early School Adjustment and Educational Attainment." American Educational Research Journal 53,4 (August 2016): 1198-1228.
5. Ziol-Guest, Kathleen M.
Lee, Kenneth T. H.
Parent Income–Based Gaps in Schooling: Cross-Cohort Trends in the NLSYs and the PSID
AERA Open published online (April 2016): DOI: 10.1177/2332858416645834.
Also: http://ero.sagepub.com/content/2/2/2332858416645834.abstract
Cohort(s): NLSY79, NLSY97
Publisher: American Educational Research Association
Keyword(s): College Enrollment; Educational Attainment; Family Income; Panel Study of Income Dynamics (PSID); Parental Influences

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

Both income inequality and the achievement test score gap between high- and low-income children increased dramatically in the United States beginning in the 1970s. Recent work by Chetty, Hendren, Kline, Saez, and Turner (2014) suggests that, unlike the test score gap, the gap in college enrollment is essentially constant. This article takes a longer historical view and investigates trends in income-based gaps in a number of schooling attainment measures using data from two cohorts of the National Longitudinal Survey of Youth (NLSY79 and NLSY97) as well as 31 birth cohorts from the Panel Study of Income Dynamics (PSID). Findings support Chetty and colleagues' conclusion of little change in college enrollment for their cohorts but show significant increases in college enrollment gaps between Chetty and colleagues' and prior cohorts in both the PSID and the NLSY. We further find strong evidence of growing gaps in college completion. In contrast, gaps in high school graduation have fallen, which provide at least one optimistic sign of catching up among low-income individuals. The net result of these trends is to produce a modestly increasing gap in completed schooling between children growing up in low- and high-income families.
Bibliography Citation
Ziol-Guest, Kathleen M. and Kenneth T. H. Lee. "Parent Income–Based Gaps in Schooling: Cross-Cohort Trends in the NLSYs and the PSID." AERA Open published online (April 2016): DOI: 10.1177/2332858416645834.