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Author: Moore, Ravaris L.

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1.	Brand, Jennie E. Moore, Ravaris L. Song, Xi Xie, Yu
1.	Parental Divorce is not Uniformly Disruptive to Children's Educational Attainment Proceedings of the National Academy of Sciences (PNAS) 116,15 (9 April 2019): 7266-7271. Also: https://www.pnas.org/content/116/15/7266 Cohort(s): Children of the NLSY79, NLSY79, NLSY79 Young Adult Publisher: National Academy of Sciences (NAS), United States Keyword(s): Disadvantaged, Economically; Divorce; Educational Attainment; Family Income; Parental Influences; Parental Marital Status Permission to reprint the abstract has not been received from the publisher. While parental divorce is generally associated with unfavorable outcomes for children, it does not follow that every divorce is equally bad for the children it affected. We find that parental divorce lowers the educational attainment of children who have a low likelihood of their parents' divorcing. For these children, divorce is an unexpected shock to an otherwise-privileged childhood. However, we find no impact of parents' divorcing on the education of children who have a high likelihood of a divorce occurring. Disadvantaged children of high-risk marriages may anticipate or otherwise accommodate to the dissolution of their parents' marriage. Social discourse and policy aimed at promoting marital stability among disadvantaged families, for whom unfortunate events are common, are misguided.
	Bibliography Citation Brand, Jennie E., Ravaris L. Moore, Xi Song and Yu Xie. "Parental Divorce is not Uniformly Disruptive to Children's Educational Attainment." Proceedings of the National Academy of Sciences (PNAS) 116,15 (9 April 2019): 7266-7271.

2.	Brand, Jennie E. Moore, Ravaris L. Song, Xi Xie, Yu
2.	Why Does Parental Divorce Lower Children's Educational Attainment? A Causal Mediation Analysis Sociological Science published online (16 April 2019): DOI: 10.15195/v6.a11. Also: https://www.sociologicalscience.com/articles-v6-11-264/ Cohort(s): Children of the NLSY79, NLSY79, NLSY79 Young Adult Publisher: Sociological Science Keyword(s): Behavior Problems Index (BPI); Cognitive Ability; Depression (see also CESD); Divorce; Educational Attainment; Family Income; Parental Influences; Parental Marital Status; Pearlin Mastery Scale; Personality/Big Five Factor Model or Traits; Racial Differences; Rosenberg Self-Esteem Scale (RSES) (see Self-Esteem) Permission to reprint the abstract has not been received from the publisher. Mechanisms explaining the negative effects of parental divorce on children's attainment have long been conjectured and assessed. Yet few studies of parental divorce have carefully attended to the assumptions and methods necessary to estimate causal mediation effects. Applying a causal framework to linked U.S. panel data, we assess the degree to which parental divorce limits children's education among whites and nonwhites and whether observed lower levels of educational attainment are explained by postdivorce family conditions and children's skills. Our analyses yield three key findings. First, the negative effect of divorce on educational attainment, particularly college, is substantial for white children; by contrast, divorce does not lower the educational attainment of nonwhite children. Second, declines in family income explain as much as one- to two-thirds of the negative effect of parental divorce on white children's education. Family instability also helps explain the effect, particularly when divorce occurs in early childhood. Children's psychosocial skills explain about one-fifth of the effect, whereas children's cognitive skills play a minimal role. Third, among nonwhites, the minimal total effect on education is explained by the offsetting influence of postdivorce declines in family income and stability alongside increases in children's psychosocial and cognitive skills.
	Bibliography Citation Brand, Jennie E., Ravaris L. Moore, Xi Song and Yu Xie. "Why Does Parental Divorce Lower Children's Educational Attainment? A Causal Mediation Analysis." Sociological Science published online (16 April 2019): DOI: 10.15195/v6.a11.

3.	Brand, Jennie E. Xie, Yu Moore, Ravaris L.
3.	Effects of Parental Divorce on Children's Psychosocial Skills Presented: Boston MA, Population Association of America Annual Meeting, May 2014 Cohort(s): Children of the NLSY79, NLSY79, NLSY79 Young Adult Publisher: Population Association of America Keyword(s): Adolescent Behavior; Age at First Intercourse; Depression (see also CESD); Divorce; Educational Outcomes; Parental Influences; Parental Marital Status; Pearlin Mastery Scale; Social Emotional Development Permission to reprint the abstract has not been received from the publisher. A large literature suggests parental divorce leads to worse educational and socioeconomic outcomes among children. A recent study by Kim (2011) highlights the role of parental divorce in the development of children's cognitive and noncognitive skills. However, we contend that the development literature points to important asymmetry between these skills. While cognitive skills stabilize relatively early in childhood, psychosocial skills evolve and change through young childhood, thus allowing family environments to play a sizeable role in shaping psychosocial skills. Using data from the National Longitudinal Survey of Youth (NLSY) and the National Longitudinal Survey's Child-Mother file (NLSCM), we assess the effects of parental divorce on children's psychosocial skills. We also evaluate the degree to which psychosocial skills mediate the relationship between parental divorce and children's educational outcomes.
	Bibliography Citation Brand, Jennie E., Yu Xie and Ravaris L. Moore. "Effects of Parental Divorce on Children's Psychosocial Skills." Presented: Boston MA, Population Association of America Annual Meeting, May 2014.

4.	Gottfried, Michael A. Bozick, Robert Rose, Ernest Moore, Ravaris L.
4.	Does Career and Technical Education Strengthen the STEM Pipeline? Comparing Students With and Without Disabilities Journal of Disability Policy Studies 26,4 (March 2016): 232-244. Also: http://dps.sagepub.com/content/26/4/232.abstract Cohort(s): NLSY97 Publisher: Sage Publications Keyword(s): College Major/Field of Study/Courses; Disability; High School Curriculum; STEM (Science, Technology, Engineering & Mathematics) Permission to reprint the abstract has not been received from the publisher. Despite the strategic investment of the Perkins IV legislation to promote a broader application of career and technical education (CTE) to all students, it is unclear whether these initiatives distinctively support the needs of students with disabilities in science, technology, engineering, and mathematics (STEM) fields of study. This is a critical lapse in the research, as knowing the efficacy of CTE experiences in promoting the STEM pipeline will be important for policy makers as they consider new or revised educational policies to support the pursuit and persistence of students with disabilities into STEM fields. This study evaluates whether two CTE experiences (applied STEM course taking and school-based experiential programs) in high school differentially predict the declaration of STEM college majors for students with and without disabilities. Assessing nationally representative data, the analyses suggest that CTE experiences consisting of applied STEM courses and school-based experiential programs may both be sufficient to move through the STEM pipeline for students in the general population, but both are insufficient for supporting students with disabilities.
	Bibliography Citation Gottfried, Michael A., Robert Bozick, Ernest Rose and Ravaris L. Moore. "Does Career and Technical Education Strengthen the STEM Pipeline? Comparing Students With and Without Disabilities." Journal of Disability Policy Studies 26,4 (March 2016): 232-244.

5.	Moore, Ravaris L.
5.	Identifying the Effects of Parental Absence on the Probabilities of Graduation and Arrests Presented: San Francisco CA, Population Association of America Meetings, May 2012 Cohort(s): NLSY79 Publisher: Population Association of America Keyword(s): Arrests; High School Completion/Graduates; Parental Influences Permission to reprint the abstract has not been received from the publisher. This paper uses data from the NLSY97 to investigate the effects of parental absence on high school graduation rates and young adult arrest probabilities. Respondents are segmented into five household structures reflecting the number of biological parents with whom they reside, and reason for parental absence. Differences in outcomes are characterized by group. A simple structural model then transforms group level differences into separate effects of parental absence, parental death, and unobserved factors correlated with endogenous parental absence. Preliminary findings suggest that parental absence is responsible for the vast majority of observed difference in graduation rates. Parental death also has a sizable effect. Circumstances have a very small effect. To the best of my knowledge, this is the first work that attempts to separate the effects of parental absence from unobserved effects of factors that correlated with parental absence.
	Bibliography Citation Moore, Ravaris L. "Identifying the Effects of Parental Absence on the Probabilities of Graduation and Arrests." Presented: San Francisco CA, Population Association of America Meetings, May 2012.

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