Search Results
Author: Metzger, Molly
Resulting in 2 citations.
| 1. |
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.
|
| 2. |
Magnuson, Katherine A. Duncan, Greg J. Lee, You-Geon Metzger, Molly |
|
Early School Adjustment and High School Dropout Working Paper, Foundation for Child Development, December 2011. Also: http://fcd-us.org/resources/early-school-adjustment-and-high-school-dropout?destination=resources%2Fsearch Cohort(s): Children of the NLSY79, NLSY79 Young Adult Publisher: Foundation for Child Development Keyword(s): Baltimore Beginning School Study (BSS); Behavior Problems Index (BPI); College Enrollment; Dropouts; Educational Attainment; GED/General Educational Diploma/General Equivalency Degree/General Educational Development; High School Completion/Graduates; High School Dropouts; Home Observation for Measurement of Environment (HOME); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Temperament 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 early childhood capacities and subsequent schooling outcomes. Using two large longitudinal datasets, this study describes the relative contribution of children’s problem behaviors and academic skills to their long-term educational outcomes. After adjusting for family and individual background measures, we find that age 7 or 8 skills and behaviors are modestly and often inconsistently predictive of high school completion, attending college, and completed years of schooling. Neither reading nor math is consistently more predictive of high school completion than the other. Antisocial behavior predicts high school completion, but the associations are consistently significant only after about age 10. In contrast, attention problems do not predict adolescent and early-adult school attainment. We also investigate whether persistently high behavior problems or low achievement during the early elementary years matter for later attainment. We find that persistent reading, math, and antisocial behavior problems, but not attention problems, prior to age 10 predict at least some of our attainment outcomes. |
|
|
Bibliography Citation
Magnuson, Katherine A., Greg J. Duncan, You-Geon Lee and Molly Metzger. "Early School Adjustment and High School Dropout." Working Paper, Foundation for Child Development, December 2011. |