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| Content Provider | Springer Nature Link |
|---|---|
| Author | Fomby, Paula James Hawkins, Laurie Mollborn, Stefanie |
| Copyright Year | 2015 |
| Abstract | Overall, children born to teen parents experience disadvantaged cognitive achievement at school entry compared with children born to older parents. However, within this population, there is variation, with a significant fraction of teen parents’ children acquiring adequate preparation for school entry during early childhood. We ask whether the family background of teen parents explains this variation. We use data on children born to teen mothers from three waves of the Early Childhood Longitudinal Study-Birth Cohort (N ~ 700) to study the association of family background with children’s standardized reading and mathematics achievement scores at kindergarten entry. When neither maternal grandparent has completed high school, children’s scores on standardized assessments of math and reading achievement are one-quarter to one-third of a standard deviation lower compared with families where at least one grandparent finished high school. This association is net of teen mothers’ own socioeconomic status in the year prior to children’s school entry. |
| Starting Page | 733 |
| Ending Page | 759 |
| Page Count | 27 |
| File Format | |
| ISSN | 01675923 |
| Journal | Population Research and Policy Review |
| Volume Number | 34 |
| Issue Number | 5 |
| e-ISSN | 15737829 |
| Language | English |
| Publisher | Springer Netherlands |
| Publisher Date | 2015-05-23 |
| Publisher Place | Dordrecht |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Teen parenthood Cognitive achievement Family background Early childhood Demography Sociology Population Economics |
| Content Type | Text |
| Resource Type | Article |
| Subject | Demography Management, Monitoring, Policy and Law |
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