Children's Educational Achievement Research Articles

School performance and educational achievement in children exposed to maternal cancer in utero

BackgroundIn utero exposure to maternal cancer and cancer treatment might influence the child’s cognitive development. This study investigated if exposure to maternal cancer during fetal life impacted school performance and...

The Influence of Parenting Style on Student Academic Achievement Based on Gender

The literature recognizes the importance of parenting and its impact on children's academic achievement at school. Many factors influence children's academic achievement, and parenting patterns and gender are significant factors that influence children's academic achievement outcomes at school. However, few studies still discuss the relationship between parenting and children's educational achievement outcomes based on gender. This study used a systematic literature review method. This study used three databases (Google Scholar, JSTOR, and Springer Link). The results of this study show that, based on authoritative, authoritarian, permissive, and neglectful parenting, authoritative parenting is the most effective parenting method in improving children's academic achievement, both girls and boys. In addition, with authoritative parenting, children can have good social and emotional skills.

Maternal mental health and offspring's IQ: Evidence from two Brazilian birth cohorts

Maternal mental health during different stages of life can have a significant impact on a child's cognitive development. This study aimed to investigate the association between maternal CMD at two distinct stages of the offspring's life (at 3 months and 11 years) and their IQ scores at 6 and 18 years across two birth cohorts. The study utilized data from two Brazilian birth cohorts: the 1993 cohort (full sample: N = 3719, subsample: N = 436), and the 2004 Pelotas Birth Cohort (N = 3440). IQ assessments were conducted at ages 18 and 6, employing the Wechsler Adult Intelligence Scale, third version (WAIS-III), and Wechsler Intelligence Scale for Children, third version (WISC-III), respectively. The presence of maternal CMD at 3 months and 11 years of age was evaluated using the Brazilian version of the Self-Reporting Questionnaire (SRQ-20). After adjustment, participants whose mothers experienced CMD at 3 months had average IQ scores 1.74 (95 % CI: −2.83 to −0.67) and 2.79 (95 % CI: −5.54 to −0.04) points lower at ages 6 (2004 cohort) and 18 (1993 cohort subsample), respectively. Furthermore, in the 1993 cohort (both full and subsample), maternal CMD at 11 years was associated with lower IQ scores at age 18. Understanding the mechanisms underlying this association, emphasized by these findings, is crucial for promoting children's cognitive development, educational achievement, and overall well-being.

Case Management for Social Needs of Youth and Families in School-Based Health Centers.

School-based health centers (SBHCs) are ideal settings to address social needs of youth and families. Case managers can play a vital role in social care interventions. We piloted a program to incorporate a Case Manager into the care team of 1 SBHC serving 2 local schools with over 900 students and their surrounding communities. This project's purpose was to evaluate program feasibility, utilization, and acceptability. Our mixed-methods evaluation included analyses of data from electronic health records, client satisfaction surveys, and staff interviews. During the 6-month pilot, the Case Manager served 133 clients (about one third of all SBHC clients served) through 593 contacts. Most contacts included referrals to support services (90%) and 37% addressed newcomer immigrant adjustment. All 37 respondents to the satisfaction survey during the 3-month administration period (44% response rate) reported that the Case Manager made them feel comfortable asking for help; 95% reported getting the help they needed. The 7 SBHC staff interviewed shared many program benefits, including increased time for clinical services. Inequities in children's health and educational achievement are influenced by structural factors. Results from our pilot program demonstrate that SBHCs may be well-positioned to deliver social care interventions and that case managers enhance the ability to deliver quality care. School-based programs to address unmet social needs are critical to supporting learning and wellness for all youth. Robust studies are needed to further test the impacts of case management in SBHCs.

Effect of Internal Migration of Families on the Educational Achievement of their Children

This study explores the effects of the internal migration of parents with children on their children's educational achievement. PubMed and HINARI search engines perform advanced searches with specific keywords such as children, migration and educational achievement to extract relevant articles. During the review, 14 articles were identified by using the PRISMA flow diagram for the process of conducting a systematic review. The inclusion criteria specified internal migrant children with their parents and educational outcomes associated with them, with a publication date after within ten years. The search process yielded 8 articles that met the inclusion criteria for the final review. Positive effects are observed on educational achievement for children migrating with parents. Socioeconomic status, education level, and duration of migration influence the educational outcomes of children. Family and community support are important in coping with the difficulties of children's education. Policymakers and educators should address the challenges faced by internal migrant children.

Bagaimanakah Aktivitas Belajar Siswa Sekolah Dasar Berlatar Belakang Keluarga Broken Home?

The family becomes the first and foremost place of learning for children. But not all families can be a comfortable place to learn for children, especially in broken homes. Many efforts have been made in improving the learning activities of children with broken home backgrounds, but there are still few that describe more deeply related to the learning activities of students from broken home families. The purpose of this study is to describe the learning activities of students with broken home family backgrounds in MI Ma'Arif Sraten. This research method uses a qualitative descriptive approach. Data collection techniques use interviews, observation and documentation. The data obtained were tested for the validity of the data by triangulation techniques, followed by data analysis with data reduction, data display and drawing conclusions. The results of the study showed that broken home family conditions had a negative influence on student learning activities. These influences include visul, oral, listening, writing, and mental activities, and there are impacts caused by broken home family conditions, namely the psychological condition of children who are disturbed and children's educational achievements that have decreased. It can be concluded that students' learning activities are influenced by broken home family conditions.

Educational achievement of children with selected major congenital anomalies and associated factors: a Finnish registry-based study.

Children with major congenital anomalies may be at risk of poor educational outcomes. We aimed to evaluate the educational achievement of children born with major congenital anomalies compared with children without major congenital anomalies in relation to sociodemographic factors. We performed a registry-based study including 401544 children in Finland, graduates of the compulsory school who applied to secondary education. We used health data from the Finnish Register of Congenital Malformations for children born from 1995 to 2002 linked with education data from the Finnish Ministry of Education and Culture. We used generalized linear regression to compare the mean grade differences of children with specific major congenital anomalies and 'All anomalies' subgroup (major congenital anomalies, chromosomal syndromes, and multiple anomalies) with reference children. Children with major congenital anomalies were less likely to apply for further education than reference children (88.0% vs. 96.8%; odds ratio = 4.13; 95% confidence interval, 3.92-4.36). For most non-chromosomal congenital anomalies, children born with congenital anomalies had similar educational achievement to the reference children. For the 'All anomalies' subgroup, children with congenital anomalies had lower educational achievement than reference children. Among children with congenital anomalies, male sex, lower maternal educational levels and younger maternal age were associated with lower educational achievement. For children applying to further education, most non-chromosomal congenital anomalies were not associated with lower educational achievement. Nevertheless, efforts are needed to improve educational achievement in children with major congenital anomalies associated with maternal sociodemographic background.

Cumulative Neurotoxicological Air Pollution Exposure Is Associated with Lower Reading Improvement and Diminished Benefits of Literacy Interventions for Urban Elementary Students of Color.

The cognitive and behavioral deficits associated with air pollution exposure may have far-reaching negative effects on children's scholastic achievement. Moreover, air pollution may be conditioning the success of educational investments that support students who face greatest levels of societal adversity. This study examined the direct main effects of cumulative neurotoxicological exposure on annual reading improvement. We also tested the statistical interaction (i.e., moderation) of neurotoxicological exposure and academic intervention sessions on annual reading improvement for a large sample of ethnic minority (95%) elementary school children (n = 6080, k-6th grade) enrolled in a standard literacy enrichment program. These children were all behind grade level in reading and attended predominantly low-income schools (n = 85) in urban settings across the state of California. Multi-level modeling assessments accounted for random effects associated with school and neighborhood environments, and incorporated extensive individual, school, and community level covariates. Findings show individual elementary students of color to progress less in reading when exposed to greater accumulations of neurotoxin air pollution in their home and school environments, with the average deficit equivalent to 1.5 weeks of learning delay per year. Findings also show neurotoxicological exposure to diminish the efficacy of literacy intervention sessions received on reading improvement throughout the school year. Results suggest that pollution abatement can be a salient strategy to help bridge the child educational achievement gap. In addition to several methodological strengths, this study is one of the first to show that ambient pollution can undermine program efficacy of a literacy enrichment program.

Divorce and its Negative Impact on the Educational Achievement of School Students

This article sheds light on the phenomenon of divorce and its negative impact on children's educational achievements. This article is intended to contribute to the enrichment of knowledge in the field of divorce, the field of education, and the field of education. The social and cultural context. The increase in the incidence of divorce increases the interest in dealing with this issue, which is a worrying phenomenon, since the divorce of the parents has consequences for the children's lives and in fact directly affects the educational achievements in general, and afterwards. We have academically weak children and this has a negative impact on society because the children are the backbone of any society and they are the people of society's future. Through this article, I reached important results from a social point of view, as children are victims of the phenomenon of divorce, and this affects them negatively from a social point of view, as it causes them to be isolated and not to engage in society. Educationally, divorce leads to a decline in the academic level of students, and psychologically, divorce negatively affects children's psyche and their self-perception. I recommend intensifying awareness and education centers for young people about to get married, which may lead to reducing the phenomenon of divorce, and increasing specialized centers in divorce affairs and trying to find compromises between couples who suffer from family problems.

Educational achievement of children with selected major congenital anomalies and associated factors: a Finnish registry-study

Educational achievement of children with selected major congenital anomalies and associated factors: a Finnish registry-study

Does subsidized public health insurance for parents improve children's human capital and close achievement gaps?

Between 2009 and 2018, many states dramatically changed income eligibility limits for parental Medicaid. We examine whether increasing parental Medicaid eligibility had spillover benefits on children's development. We study the effects of state-level changes in parental income limits for Medicaid on 3rd through 8th grade mathematics and English-language arts (ELA) achievement using county-level administrative test score data. We find that a 50-percentage point increase in parental Medicaid income limits, roughly equal to the average state increase in eligibility over this period, is associated with a 1.5% reduction in the socioeconomic achievement gap for math and a 3% reduction in the white-black math achievement gap. Math test scores improved significantly following parental Medicaid eligibility expansions among black students residing in poorer counties, with little estimated change in test scores for black students in higher income counties. We find no effect in ELA achievement gaps or white-Hispanic test score gaps. Our findings suggest that means-tested policies that improve parental and family wellbeing have important spillover benefits to children's educational achievement and can help reduce inequities in children's human capital development.

EDUCATION BARRIERS AND POLICY OPPORTUNITIES IN CONFLICT-AFFECTED FRAGILE ZONES

Throughout the twentieth century, globally, the number of armed conflicts has risen considerably. These conflicts have resulted in a large number of deaths, as well as widespread displacement, terror, and economic damage. One of the most significant hurdles to children obtaining a proper primary education today is conflict-affected conditions, insecurity, and instability. Conflict is a key hindrance to achieving the SDGs, which include universal primary school completion. More than half of the primary-school-aged children of the world are expected to resides in conflict nations afflicted by war. When institutions are lacking capability, responsibility, or legitimacy to manage interactions between citizen and the state, people and the state become exposed to violence. Children are impacted by violence in a number of ways, ranging from injuries to death or to more long-lasting and irreparable effects on their education, health, nutrition, aspirations, and psycho-social well-being. Exposure to violence has a negative impact on children's educational achievement. Education, on the other hand, is increasingly recognized as having a role in preventing and/or worsening conflict. The purpose of this paper is to identify questions that have been addressed in previous systematic research about how children's education has been impacted, what are the barriers stand in the way of achieving the universal goal of education, and what implications living in conflict has for children's educational needs. In addition, this article will consider how educational policies and initiatives might offer a safe environment for children living in war or post-conflict settings.

Double advantage of parental education for child educational achievement: the role of parenting and child intelligence.

BackgroundParental education is one of the best predictors of child school achievement. Higher parental education is not only associated with higher child intelligence, but children from highly educated parents also perform better in school due to other family related factors. This study evaluates the relation between parental education, child non-verbal intelligence and parenting practices with child school achievement.MethodsLongitudinal data from a large population-based, multi-ethnic cohort of children in the Netherlands (63% Dutch origin) followed from birth to age 13 years (3547 children; 52.3% girls) were analyzed. School achievement was measured at the end of primary school (12 years of age) with a national Dutch academic test score. Parental education was assessed at age 3 years. The non-verbal intelligence of the child was measured at age 6 years and a full intelligence was measured at age 13 years. Maternal and paternal family routines, harsh parenting and corporal punishment were assessed in early and mid-childhood. Mediation analysis was performed with the G-formula and Structural Equation Models.ResultsChild intelligence partially mediated [B indirect effect =0.54 95% CI (0.46, 0.62) P < 0.001] the association between parental education and child school achievement. Independent of intelligence, family routines [B indirect effect =0.04 95% CI (0.01, 0.07) P < 0.01], but not harsh parenting mediated this association.ConclusionsHigher parental education was associated with better school achievement through two independent mechanisms, through higher intelligence of the child and parenting practices.

Transnational Social Stratification? Legal Status of Immigrant Parents and the Educational Achievements of Mexican Children

Although there is evidence documenting the impacts of Mexican parents’ migration to the United States on the educational attainment of the children they leave behind, the potential role of parents’ legal status in stratifying their children's educational achievement is poorly understood. Using data from the Mexican Migration Project, I estimate the educational effects of parents’ documentation status for the children left behind in Mexico. I utilize coarsened exact matching and entropy balancing, alongside community fixed effects, in a counterfactual regression framework to address the endogeneity of parental migration decisions. I find that parental migration's effectiveness as a mechanism for securing educational gains among children left in Mexico differs by parents’ legal status. Documentation allows migrant parents to translate their experiences in the United States into relatively greater educational achievement for their children in Mexico. In the post-1986 period, the non-immigrant children of undocumented parents experienced a significant education penalty. These findings elucidate the effect of US immigration policy on social stratification in Mexican society.

Child Development in Low- and Middle-Income Countries.

The United Nations (UN) created the Multiple Indicator Cluster Surveys (MICS) to monitor progress toward achieving goals of the World Declaration on the Survival, Protection, and Development of Children and its plan of action. The MICS is nationally representative and internationally comparable. In this study, we use MICS data from 51 low- and middle-income countries on 159 959 children between 36 and 59 months of age. To index national development, we used the 2013 UN Human Development Index (HDI), which provides data on country-level life expectancy, education, and income. To index child development, we used the Early Childhood Development Index (ECDI), which assesses literacy and numeracy, socioemotional development, physical health, and approaches to learning. Children's literacy and numeracy, socioemotional development, and approaches to learning all increase linearly as national development on the HDI (especially education) increases. Overall, the HDI revealed a positive association (r = 0.40) with the ECDI: the HDI explained 16% of variance in children's ECDI scores and was the most influential predictor of ECDI scores examined. HDI-ECDI relations are robust, even when we control for multiple demographic aspects of children (age, sex), mothers (age, education), and households (size variables) as covariates. No family demographic variable was a stronger predictor of child development than national development. To promote child development, low- and middle-income countries need to develop and implement policies that ensure national health and wealth and, particularly, the educational achievements of children's caregivers. These findings are faithful to the World Summit for Children and inform the UN Sustainable Development Goals, which drive the international development agenda through 2030.

Does Family Economic Strain Reduce Child Educational Achievement? A Longitudinal Assessment Using the Great Recession in Ireland

Abstract Although the association between family social position and children’s educational achievement has been repeatedly shown, evidence of what explains this association has been more elusive. We put forward two broad theories which have come to dominate the literature: the ‘family investments model’ (FIM) and the ‘family stress model’ (FSM). Using longitudinal cohort data from Growing Up in Ireland, a nationally representative cohort study of young people and propensity score methods to adjust for selection bias, we show that a family’s experience of economic strain can significantly reduce child attainment in state exams at age 15. Together, FIM and FSM measures explain between 36 per cent and 47 per cent of the effect of change in economic strain, but the variables associated with FSM explain more of the effect for economic strain than change in the variables associated with FIM. These results add to mounting evidence that psycho-social processes are at least as important, if not more important than human capital processes in explaining the effects of low resources on child health, education, and social development.

Multidimensional energy poverty and human capital development: Empirical evidence from India

Energy poverty is believed to have crucial socio-economic impacts on people's lives, making it a major concern for the policy agenda in many countries, especially in the Global South. Evidence-based inferences on the antecedents and outcomes of energy poverty would aid policymakers in the formulation of better-informed policy decisions. However, measuring energy poverty at the micro-level has always been a challenge, especially in developing countries. This study uses household-level survey data from India to construct a multidimensional measure of energy poverty, which focuses on quantifying energy deprivation, covering both accessibility to and affordability of a broad range of energy forms, and examines its impact on human capital development indicators. Our instrumental variable-based estimations reveal that energy poverty has significant negative effects on children's health and educational achievements. Our results are robust to alternative ways of measuring energy poverty, a suite of estimation approaches, and other sensitivity checks.

The Implication of Child Labour on Educational Achievement: A Case Study in Assosa Town, Benishangul-Gumuz Regional State, Ethiopia

This study aimed to identify the implications of child labour on child educational achievement. Cross sectional data randomly collected from 384 sample child labourers in Assosa town, were utilized in this study. Two- limits tobit estimator was employed for estimating the determinants of child educational achievement. The empirical result reveals that there is association between child labour and educational achivement. Thus, strengthening school based financial support and creating awareness are of paramount importance to fight child labour exploitation. Curbing the problem of child labour and improving academic achievement also requires reducing poverty. Keywords: Child labour; Children’s educational achievement; Two-limit tobit model DOI: 10.7176/JESD/12-13-05 Publication date: July 31 st 2021

Genetic sensitivity analysis: Adjusting for genetic confounding in epidemiological associations.

Associations between exposures and outcomes reported in epidemiological studies are typically unadjusted for genetic confounding. We propose a two-stage approach for estimating the degree to which such observed associations can be explained by genetic confounding. First, we assess attenuation of exposure effects in regressions controlling for increasingly powerful polygenic scores. Second, we use structural equation models to estimate genetic confounding using heritability estimates derived from both SNP-based and twin-based studies. We examine associations between maternal education and three developmental outcomes – child educational achievement, Body Mass Index, and Attention Deficit Hyperactivity Disorder. Polygenic scores explain between 14.3% and 23.0% of the original associations, while analyses under SNP- and twin-based heritability scenarios indicate that observed associations could be almost entirely explained by genetic confounding. Thus, caution is needed when interpreting associations from non-genetically informed epidemiology studies. Our approach, akin to a genetically informed sensitivity analysis can be applied widely.

The relationship of interactive technology use for entertainment and school performance and engagement: Evidence from a longitudinal study in a nationally representative sample of middle school students in China

Interactive technology use (e.g., Internet and video games) can promote children's educational access and achievement. However, excessive technology use, particularly for entertainment, may adversely affect children's educational development. This study examined the relationship of the amount of entertainment-related interactive technology use and school engagement and performance using two-wave survey data collected from a nationally-representative sample of middle school students in China (N = 9,949, 48% girls, Mean age = 13.5 years). Results showed that nearly 40% of children used interactive technology for entertainment/non-schoolwork-related activities on school days, and, 62%, for entertainment/non-schoolwork-related activities on weekends. Multilevel mixed models revealed that excessive use of technology for entertainment/non-schoolwork-related activities (i.e., 1+ hours on a school day and 4+ hours daily on weekends) was significantly, adversely associated with all outcomes one year later, including lower test scores on Chinese, Math, English, and cognitive competencies, lower educational aspirations, and higher likelihoods of truancy, lacking concentration in class, and boredom at school. Potential reasons for the findings as well as their implications for research and intervention are discussed. Findings will inform the development of feasible and effective guidelines to help parents, teachers, and schools regulate interactive technology use among school-aged children.