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Title: Poverty Patterns and Cognitive Development in the NLSY
Resulting in 1 citation.
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Miller, Jane E. |
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Poverty Patterns and Cognitive Development in the NLSY Presented: New Orleans, LA, Population Association of America, May 1996 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Population Association of America Keyword(s): Age at First Birth; Child Development; Children; Educational Attainment; Mothers, Education; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Poverty; Test Scores/Test theory/IRT Permission to reprint the abstract has not been received from the publisher. Data on children born to women in the NLSY are used to analyze relations between seven types of childhood poverty patterns (based on the number, duration and frequency of poverty spells observed between 1981 and 1991) and scores on the Peabody Individual Achievement Tests (PIAT) in math and reading at ages 5-9 years. Total number of years in poverty appears to matter more than number of spells or income variance: Children who were poor for most of their childhood, whether in one uninterrupted spell or several spells, had lower scores than children who had never been poor. These differences remain even when mother's educational attainment, age at first birth, marital history and other factors that are correlated with both poverty and child development are controlled. Children who experienced one or more short spells of poverty generally did no worse than those who had never been poor. Poverty status in the child's year of birth is strongly associated with cognitive test scores, and explains most of the association between childhood poverty histories and those outcomes. |
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Bibliography Citation
Miller, Jane E. "Poverty Patterns and Cognitive Development in the NLSY." Presented: New Orleans, LA, Population Association of America, May 1996. |