Search Results

Author: Markowitz, Anna J.
Resulting in 8 citations.
1. Kalil, Ariel
Ziol-Guest, Kathleen M.
Ryan, Rebecca M.
Markowitz, Anna J.
Changes in Income-Based Gaps in Parent Activities With Young Children From 1988 to 2012
AERA Open published online (August 2016): DOI: 10.1177/2332858416653732.
Also: http://journals.sagepub.com/doi/abs/10.1177/2332858416653732
Cohort(s): Children of the NLSY79, NLSY79
Publisher: American Educational Research Association
Keyword(s): Early Childhood Longitudinal Study (ECLS-B, ECLS-K); Home Observation for Measurement of Environment (HOME); Household Income; Mothers, Education; Panel Study of Income Dynamics (PSID); Parent-Child Interaction; Parental Influences; Socioeconomic Status (SES)

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

Numerous studies show large differences between economically advantaged and disadvantaged parents in the quality and quantity of their engagement in young children's development. This "parenting gap" may account for a substantial portion of the gap in children's early cognitive skills. However, researchers know little about whether the socioeconomic gap in parenting has increased over time. The present study investigates this question, focusing on income- and education-based gaps in parents' engagement in cognitively stimulating activities with preschool-aged children. We draw on data from four national studies conducted over 25 years. We found a decrease in income-based gaps in children's book ownership and library attendance but increasing income-based gaps for several other parent behaviors, including reading and telling stories to children and teaching children letters, words, and numbers. Income-based gaps in children's participation in out-of-home cultural activities also increased. Results for education-based gaps were similar. These gaps largely arose from top-income families pulling away from their middle- and low-income counterparts.
Bibliography Citation
Kalil, Ariel, Kathleen M. Ziol-Guest, Rebecca M. Ryan and Anna J. Markowitz. "Changes in Income-Based Gaps in Parent Activities With Young Children From 1988 to 2012." AERA Open published online (August 2016): DOI: 10.1177/2332858416653732.
2. Markowitz, Anna J.
Associations Among No Child Left Behind, School Engagement, and Academic Outcomes
Presented: Washington DC, American Educational Research Association (AERA) Annual Meeting, April 2016
Cohort(s): Children of the NLSY79
Publisher: American Educational Research Association
Keyword(s): Achievement; Children, Academic Development; Children, Well-Being; Legislation

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

Research increasingly suggests that school engagement is an important contributor to students' success in school and long-term wellbeing. Unfortunately, researchers have also argued that the strict accountability system mandated by the federal education policy No Child Left Behind (NCLB) have reduced schools' ability to engage with and educate students effectively. Because NCLB is a federal policy, few studies have been able to explore the effects of NCLB on these outcomes directly. Using a counterfactual interrupted time series design and the National Longitudinal Survey of Youth this study assesses whether NCLB influenced students' engagement with school and academic growth. Evidence suggests that NCLB improved mathematics, but not reading, achievement. Moreover, there is also evidence that NCLB reduces emotional engagement with school.
Bibliography Citation
Markowitz, Anna J. "Associations Among No Child Left Behind, School Engagement, and Academic Outcomes." Presented: Washington DC, American Educational Research Association (AERA) Annual Meeting, April 2016.
3. Markowitz, Anna J.
Associations Between Emotional Engagement With School and Behavioral and Psychological Outcomes Across Adolescence
AERA Open 3,3 (1 July 2017): DOI: 10.1177/2332858417712717.
Also: https://journals.sagepub.com/doi/full/10.1177/2332858417712717
Cohort(s): Children of the NLSY79, NLSY79
Publisher: American Educational Research Association
Keyword(s): Children, Behavioral Development; Children, School-Age; Delinquency/Gang Activity; Depression (see also CESD); National Longitudinal Study of Adolescent Health (AddHealth); Peers/Peer influence/Peer relations; Psychological Effects; School Characteristics/Rating/Safety; Self-Perception Profile for Children (SPPC); Truancy

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

Although a small body of research suggests that emotional engagement with school is related to youth behavioral and psychological outcomes, it remains unclear whether these associations represent causal relationships and at what age engagement matters most for student outcomes. Using data from two large, national surveys, this study uses three analytic strategies to reduce threats to causal inference and assess whether the central relationship changes as youth age. Results across both data sets are consistent with a causal relationship between emotional engagement with school and youth behavioral and psychological outcomes that decreases somewhat as youth age. Given the importance of emotional engagement for these outcomes, and the importance of avoiding problem behaviors and maintaining healthy psychological functioning for students' long-run outcomes, research should continue to explore the ways in which schools and educational policy can influence students' engagement.
Bibliography Citation
Markowitz, Anna J. "Associations Between Emotional Engagement With School and Behavioral and Psychological Outcomes Across Adolescence." AERA Open 3,3 (1 July 2017): DOI: 10.1177/2332858417712717.
4. Markowitz, Anna J.
Associations Between School Connection and Non-Cognitive Skills: Moderation By Family Income
Presented: Miami FL, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 12-14, 2015
Cohort(s): Children of the NLSY79
Publisher: Association for Public Policy Analysis and Management (APPAM)
Keyword(s): Behavior Problems Index (BPI); Depression (see also CESD); Family Income; Noncognitive Skills; School Quality

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

While a broad literature suggests that school connection positively influences SE skills, much of the extant research relies on cross-sectional samples of unrelated youth, resulting in several threats to causal inference, including reverse causality and omitted variable bias. This project, therefore, examines the relationship between school connection and SE outcomes in a longitudinal, national dataset using various estimation strategies to address causal threats. Specifically, it uses a lagged dependent variable (DV) model, a sibling fixed effects model, and a first difference model to explore whether the association between school connection and delinquency, depressive symptoms, and self-worth is robust to rigorous specifications, and whether these associations vary by family income.
Bibliography Citation
Markowitz, Anna J. "Associations Between School Connection and Non-Cognitive Skills: Moderation By Family Income." Presented: Miami FL, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 12-14, 2015.
5. Markowitz, Anna J.
Changes in School Engagement as a Function of No Child Left Behind: A Comparative Interrupted Time Series Analysis
American Educational Research Journal 55,4 (August 2018): 721-760.
Also: http://journals.sagepub.com/doi/full/10.3102/0002831218755668
Cohort(s): Children of the NLSY79
Publisher: American Educational Research Association
Keyword(s): Children, Academic Development; Educational Outcomes; Geocoded Data; Schooling; State-Level Data/Policy

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

After the adoption of No Child Left Behind (NCLB), a host of anecdotal evidence suggested that NCLB diminished students' school engagement--a multidimensional construct that describes students' active involvement and commitment to school and encompasses students' thoughts, behaviors, and feelings about school. Using data from repeated cross-sections of the Children of the National Longitudinal Survey of Youth, this study draws on methodological innovations from research linking NCLB to academic outcomes to explore this possibility. Findings are suggestive of an immediate NCLB-based increase in engagement that diminished and ultimately became negative over time. Because engagement predicts both achievement and socio-emotional well-being, researchers and policymakers should work to ensure that the Every Student Succeeds Act facilitates accountability systems that promote engagement.
Bibliography Citation
Markowitz, Anna J. "Changes in School Engagement as a Function of No Child Left Behind: A Comparative Interrupted Time Series Analysis." American Educational Research Journal 55,4 (August 2018): 721-760.
6. Markowitz, Anna J.
Ryan, Rebecca M.
Father Absence and Adolescent Depression and Delinquency: A Comparison of Siblings Approach
Journal of Marriage and Family 78,5 (October 2016): 1300-1314.
Also: http://onlinelibrary.wiley.com/doi/10.1111/jomf.12343/abstract
Cohort(s): NLSY79 Young Adult
Publisher: Blackwell Publishing, Inc. => Wiley Online
Keyword(s): Adolescent Behavior; CESD (Depression Scale); Delinquency/Gang Activity; Fathers, Absence; Parent Supervision/Monitoring; Siblings

Although associations between having a nonresident father and increased internalizing and externalizing behaviors in adolescence have been well documented, research has yet to establish the plausible causality of these links or identify underlying mechanisms. Using data from the National Longitudinal Survey of Youth 1979 - Young Adult survey, this study addresses these questions by comparing the depressive symptoms and delinquent behavior of siblings discordant for age at father departure. Findings indicate that father departure later in childhood is associated with increased adolescent delinquency but not depressive symptoms, whereas early childhood father departure was not associated with adolescent outcomes. Both findings suggests that parental monitoring—rather than socialization or emotional distress—may account for links between father departure and adolescent delinquency.
Bibliography Citation
Markowitz, Anna J. and Rebecca M. Ryan. "Father Absence and Adolescent Depression and Delinquency: A Comparison of Siblings Approach." Journal of Marriage and Family 78,5 (October 2016): 1300-1314.
7. Ryan, Rebecca M.
Claessens, Amy
Markowitz, Anna J.
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.
8. Ryan, Rebecca M.
Ziol-Guest, Kathleen M.
Duncan, Greg J.
Reardon, Sean F.
Markowitz, Anna J.
Preschool-Age Skills Gaps and the Changing Technology of Parenting
Presented: Miami FL, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 12-14, 2015
Cohort(s): Children of the NLSY79, NLSY79
Publisher: Association for Public Policy Analysis and Management (APPAM)
Keyword(s): Children, Preschool; Children, Well-Being; Home Environment; Mothers, Education; Panel Study of Income Dynamics (PSID); Parental Influences; Parental Investments; Socioeconomic Status (SES)

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

We aim to identify the home-environment drivers of increasing gaps in cognitive and non-cognitive skills between poor and more affluent children. These gap increases could arise in multiple ways. The most obvious is that the gap between the quality of home environments available to poor and more affluent children could be growing. This might happen if rapid increases in the incomes of affluent families have led them to spend more on children's early education, lessons, books, computers, etc. in ways that have enriched the home environments of affluent children more rapidly than the home environments of poor children.

We draw on data from the National Longitudinal Survey of Youth-Child Supplement (1988/1990 n= ~ 2,700 children ages 3-5), the Panel Study of Income Dynamics Child Supplement (1997; n = ~ 800) and National Household Education Surveys covering the period 1991-2007 n = ~ 30,000). In this paper we document over-time class-based gaps in children's home environments in the three different data sets. The measure of the home environment is multifaceted, including measures of parents' time inputs, emotional support, and provision of a physical environment conducive to children's learning and emotional well-being.

Bibliography Citation
Ryan, Rebecca M., Kathleen M. Ziol-Guest, Greg J. Duncan, Sean F. Reardon and Anna J. Markowitz. "Preschool-Age Skills Gaps and the Changing Technology of Parenting." Presented: Miami FL, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 12-14, 2015.