Children's Educational Outcomes Research Articles

Research: Report: Non-Mainstream Schools and Educational Outcomes of Children in Care

Research: Report: Non-Mainstream Schools and Educational Outcomes of Children in Care

Mother’s age at marriage and gender-differential in child schooling: Evidence from Pakistan

In this study, we provide empirical evidence in support of intergenerational effects of women’s marriage age on girl-specific child education outcomes using a nationally representative household survey of 24,809 households from Pakistan. Our key findings are four-fold: First, we find that mother’s age at marriage has no girl-specific impact on the education of children of school going age in terms of school enrolment, type of school (public/private) or education expenditure. However, there is a positive effect of delaying mother’s marriage on girls in terms of relative grade progression and primary school attainment, implying that late-marrying mothers are more likely to transfer their human capital advantages/disadvantages to the daughters. Second, the impact does not depend on whether the child is firstborn or later-order, youngest child or with no siblings. Sex of the previous child does not affect the relationship either. Third, the beneficial impact of mother’s marriage age on girls’ education is visible only in the cohort of women who got married in 2000 or later. Fourth, father’s marriage age is significantly associated with an increase in daughters’ school enrolment and primary completion. The impact of smaller spousal age difference is also positive. These findings are robust to the use of empirical strategies and specifications that address potential endogeneity, collider bias, recall bias, sample selection and confounding factors. These findings suggest that delay in women’s marriage is helping to narrow down gender disparities in education. The findings underscore the need to promote social and behavioural changes that encourage later marriages.

Determining Factors of Educational Opportunities: Reflections on Intergenerational Educational Mobility

This article examines the dynamics of intergenerational educational mobility by analyzing the impact of parents' educational levels on the educational achievements of their children. Through a review of the last twenty years of related literature, the study confirms a strong positive correlation between the educational levels of parents and their offspring. It emphasizes how parental education is a critical factor in breaking poverty cycles and improving social mobility, especially in socioeconomically disadvantaged families. The interaction between parental education and the educational outcomes of children and adolescents is complex, incorporating socioeconomic and demographic factors, educational policies, as well as cultural capital and neighborhood effects. The findings underline the need for multifaceted public policy interventions that promote educational equity and support equal opportunities, aiming to enhance intergenerational mobility and foster a just society. The study offers valuable perspectives focusing on the importance of addressing interconnected variables that contribute to persistent educational disparities and hinder social progress.

The interplay between ADHD and school shift on educational outcomes in children and adolescents: A cross-sectional and longitudinal analysis.

Many countries implement a double-shift schooling system, offering morning or afternoon shifts, driven by diverse factors. Young people with ADHD may face educational problems attending morning shifts compared to afternoon shifts. To investigate this, we used data from a Brazilian school-based cohort (n = 2.240, 6-14 years old, 45.6% female; 50.2% in the morning shift; 11.2% with ADHD). ADHD was determined by child psychiatrists using semi-structured interview. Educational outcomes were measured cross-sectionally and three years later (80% retention) and included reading and writing ability, performance in school subjects, and any negative school events (repetition, suspension, or dropout). Generalized regression models tested the interaction between ADHD and school shift and were adjusted for age, sex, race/ethnicity, intelligence, parental education, socioeconomic status, and site. Attrition was adjusted with inverse probability weights. We used two dimensional measures of attentional problems as sensitivity analysis. ADHD and morning shift were independently associated with lower reading and writing ability and with higher odds for negative school events cross sectionally. ADHD independently predicted lower performance in school subjects and higher negative school events at follow-up. Interaction was found only at the cross-sectional level in a way that those studying in the afternoon present better educational outcomes compared with those studying in the morning only if they have lower ADHD symptom. Thus, ADHD was not associated with poorer educational outcomes among those studying in the morning. However, participants studying in the afternoon with lower levels of attentional problems presented better educational, despite these associations fade away over time.

Exploring Health-Related Social Needs and Components of Social Competence Following Childhood Traumatic Brain Injury.

Health-related social needs (HRSNs) impact general health care and educational outcomes for children with traumatic brain injury (TBI) and their families. Furthermore, children with TBI of all severities experience negative social competence outcomes chronically postinjury. However, studies have not investigated the relationship between HRSNs and social competence outcomes for children after TBI. The aim of this study was to identify the relationship between HRSNs and components of social competence (i.e., social skills, social communication, family functioning, and behavioral domains per the biopsychosocial framework for social competence) for children with TBI, per parent report. This study used a prospective, cross-sectional study design with a convenience sample. Online surveys were completed by parents of children with TBI (N = 22). On average, children with TBI were 4.84 years old at the time of their TBI and 9.24 years old at the time of study participation. Having a parent identify an HRSN in the domain of mental health was associated with social communication and family functioning difficulties for children with TBI. Statistically significant relationships were found between social communication and family functioning, externalizing behavior, and total behavior; family functioning and social relations; and family functioning and externalizing behavior. The findings of this study support that children with TBI experience chronic deficits in components of social competence, and HRSNs are associated with these outcomes. Further research needs to consider HRSNs to improve equitable prevention, supports, and services for children with TBI.

Primary school attainment outcomes in children with neurodisability: Protocol for a population-based cohort study using linked education and hospital data from England

Background Neurodisability describes a broad range of heterogenous conditions affecting the brain and/or the neuromuscular system that result in functional limitations including cognitive, sensory, and motor impairments. Children with neurodisability have complex health and educational needs. They are likely to achieve below-expected levels in measures of school attainment and require special educational needs provision. While the educational outcomes of children with specific conditions under neurodisability have been investigated previously, there is little evidence on the collective outcomes of population or the progression of their attainment throughout primary school. This study aims to describe educational attainment and attainment trajectories by the end of primary school for children in England with neurodisability recorded in hospital records, compared to their peers. Methods We will use the Education and Child Health Insights from Linked Data (ECHILD) database, which links educational and health records across England. We will define a primary school cohort of children who were born in National Health Service funded hospitals in England between 1st September 2003 and 31st August 2008, who were enrolled in reception of a state-funded primary school at age 4/5 years. Children with neurodisability will be identified using diagnostic and procedure codes recorded from birth to the end of primary school (age 11) in hospital admission records. We will describe educational outcomes at reception (Early Years Foundation Stage Profile, age 4/5), year two (key stage one, age 6/7), and year six (key stage two, age 10/11) for three groups of children: those with an indicator of neurodisability first recorded before the beginning of primary school, those with an indicator of neurodisability first recorded during primary school, and those without a record of neurodisability before the end of primary school. We will additionally explore the variation in educational outcomes between these groups, accounting for socioeconomic and demographic characteristics.

The Impact of Family Tax Benefits on Children’s Health and Educational Outcomes

We leverage recent income support reforms for families with children in Canada to investigate the impact of child benefits on child health and educational outcomes. Using administrative school data from British Columbia linked to parents' tax files, we find evidence that increased family benefit generosity improved children's mental health, but little evidence of any change in test scores from standardized exams. Our results suggest that most of the mental health effect is concentrated among girls and that relative improvements in mental health were larger among children in higher-income families.

Social origins and educational attainment: The unique contributions of parental education, class, and financial resources over time.

This study examines the unique contributions of parental wealth, class background, education, and income to different measures of educational attainment. We build on recent sibling correlation approaches to estimate, using Norwegian register data, the gross and net contribution of each social origin dimension across almost 3decades of birth cohorts. Our findings suggest that parental education is crucial for all measures of children's educational outcomes in all models. In the descriptive analyses, we find that while broad education measures remain stable or decrease over time, attaining higher tertiary education and elite degrees is more stable or increasingly dependent on family background, especially parental financial resources. While gross sibling correlation models show somewhat decreasing trends in the contribution of education in all measures of educational outcomes, net models show that the unique contributions of financial resources have increased over time. Our results lend some support to the idea of education as a positional good and suggest that educational inequalities reflect broader patterns of inequality in society. Our results further indicate that the importance of parental education and cultural capital for children's education can be explained by within-resource transmission but that pro-educational norms tied to wealth may play an increasingly important role in educational mobility. In summary, this study sheds light on the multidimensional nature of social origins and highlights the role of different factors in shaping educational outcomes over time.

The Effects of Housing Price Declines on Children's Educational Outcomes

Abstract We examine the effects that household exposure to housing price declines, captured by measures of negative equity, have on children's academic performance, using data on public school students and housing transactions from the State of Florida. Our empirical strategy exploits variation over time in the timing of family moves to account for household sorting into neighborhoods and schools and selection into initial mortgage terms. In contrast to the existing literature on the effects of foreclosure, we find that students with the highest risk of negative equity exhibit significantly higher test score growth, with the largest effects among Black students and students qualifying for free or reduced-priced lunch. We find evidence supporting two underlying mechanisms: (1) families in negative equity may reduce the impact of income losses on consumption by forgoing mortgage payments, and (2) families exposed to high levels of negative equity may move to schools that received higher average school report card grades. While negative equity and foreclosure are undesirable, negative equity may have encouraged homeowners to forgo mortgage payments to mitigate the impact of the Great Recession, and temporarily reduced the housing market barriers low-income households faced in accessing educational opportunities.

Breastfeeding, cognitive ability, and residual confounding: A comment on studies by Pereyra-Elìas et al.

Recent studies found positive effects of breastfeeding on the child's cognitive ability and educational outcomes even when adjusting for maternal cognitive ability in addition to a large number of other potential confounders. The authors claimed an important role of breastfeeding for the child's cognitive scores. However, it is well known that error in the measurement of confounders can leave room for residual confounding. In the present reanalyses, we found incongruent effects indicating simultaneous increasing and decreasing effects of breastfeeding on the child's cognitive ability and educational outcomes. We conclude that findings in the reanalyses may have been due to residual confounding due to error in the measurement of maternal cognitive ability. Consequently, it appears premature to assume a genuine increasing effect of breastfeeding on the child's cognitive ability and educational outcomes and claims in this regard may be challenged.

The impact of adverse childhood events on service support and educational outcomes of children who are autistic: A theory-guided analysis using structural equation modeling.

Autistic children who have experienced adverse childhood experiences (ACEs) may have barriers to receiving special education or other developmental services-thus, impacting educational outcomes. Our objective was to model such a pathway using the 2016-2021 National Survey of Children's Health datasets. We extracted data for school outcomes, use of special education and autism-related specialty services and sociodemographic characteristics among autistic children within the data. Associations between sociodemographics and ACEs (categorized as 0, 1-3, and 4+) were tested using design-based X2 tests. We then used structural equation modeling to map the quasi-causal pathways. The sample for our analysis included 4717 autistic children-38.94% were aged 6-10 years, 35.73% of children aged 11-14 years, and 25.32% were between 15 and 17 years-with 88.70% living in metropolitan areas. The X2 showed significant relationships between ACEs and age, ethnoracial groups, and urbanicity among others. The SEM showed ACEs were directly associated with poorer school outcomes (β = -0.14 (0.04), p = 0.002) and through their inverse relationship with support services (β = -0.08 (0.04), p = 0.023)- when support services were increased, school outcomes improved (β = 0.62, p < 0.001). Findings suggested ACEs have a significant direct and indirect impact on school outcomes of autistic children, and 10.76% of children who are autistic have experienced four or more ACEs-which were more likely to occur with severe autism symptomatology and in rural areas. Results highlight the need for communities to recognize the potential long-term impact of ACEs on the academic outcomes of autistic children.

Age of entry into early childhood education and care, literacy and reduction of educational inequality in Nordic countries

ABSTRACT An early start to good-quality early childhood education and care (ECEC) is considered beneficial, especially for disadvantaged children's development and educational outcomes. This assumption was tested using the latest two waves (2015 and 2018) of data from the Programme for International Student Assessment (PISA) in five countries using the Nordic model of early education and care: Denmark, Finland, Iceland, Norway, and Sweden. The article finds evidence of the overall positive association between the age of entry in ECEC and literacy at age 15 in all Nordic countries. However, the relationship is non-linear, and the highest benefits seem to occur following entry into ECEC from ages two to three. The link between family background and ECEC enrollment largely explains this association. We did not find that ECEC would generally compensate for low socioeconomic status (SES) in children’s achievement. However, the Matthew effect was observed in Norway, where an early ECEC start is more strongly associated with literacy scores for affluent children than disadvantaged children. These findings have limitations due to their correlational nature. Still, this article indicates that even in high-quality universal ECEC systems, early preschool education is not a panacea for lowering achievement gaps due to parental background.

Influence of Environmental Shocks and Child Labour on Children's Educational Outcomes: A Scoping Review

Influence of Environmental Shocks and Child Labour on Children's Educational Outcomes: A Scoping Review

The impact of compulsory primary education law on the educational attainment of children: Evidence from Vietnam

AbstractThis study examines the short‐term impact of the compulsory primary education law (CPEL) on the educational attainment of children in Vietnam. This study uses the 1999 Vietnam Population and Housing Census and survival analysis to account for the right‐censoring problem in the educational outcomes of children. The study found that CPEL reduces the dropout rate of children by 12%. However, the effect is minor, especially when compared with the impact of family income and parents' education. This finding is similar to those of other studies, suggesting that in addition to CPEL, other family income support and parent‐oriented policies are crucial to improving children's educational attainment.

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.

COVID-19 and child education outcomes in Southern Ghana

This study analyses the effects of the COVID-19 pandemic on child education outcomes by providing evidence on the gendered dimension, determinants and coping measures of informal households in Southern Ghana. We rely on a face-to-face interview undertaken in January 2022 (i.e., approximately 2 years after the beginning of the pandemic) involving 761 students across basic and secondary schools from 10 metropolitan, municipality and district assemblies (MMDAs) in the Greater Accra region of Ghana. We document several disruptions to child education outcomes such as learning practices, school attendance, class participation and academic performance. The results also showed that per child education expenditure incurred due to the COVID-19 pandemic by the informal households was GHS305 (US$ 49). Additionally, we assess the correlates of the negative effects on academic performance and COVID-19 related education expenditure as a result of coping measures. Our results from Ordinary Least Squares (OLS) show strong association between participation in online classes, age of students, ownership of television and district of residence on COVID-19 related education expenditure. Results from Logit models show that self-reported negative effects of COVID-19 pandemic on academic performance are affected by gender and age of student, distance to market and location of residence. Interestingly, we also found considerable gendered heterogeneity for the predictors of the COVID-19 pandemic on child education outcomes. We conclude that the COVID-19 pandemic and the associated countermeasures had negative effects on child education outcomes, and that informal households incurred considerable costs in attempting to address the associated education challenges in Southern Ghana. The findings have implications on the design and implementation of educational policies and programs to address the long-term effects of the COVID-19 pandemic on child education outcomes in developing countries.

Investigating school absenteeism and refusal among Australian children and adolescents using Apriori association rule mining.

Identifying and determining the multitude of reasons behind school absences of students is often challenging. This study aims to uncover the hidden reasons for school absence in children and adolescents. The analysis is conducted on a national survey that includes 2967 Australian children and adolescents aged 11-17. The Apriori association rule generator of machine learning techniques and binary logistic regression are used to identify the significant predictors of school absences. Out of 2484, 83.7% (n = 2079) aged (11-17) years children and adolescents have missed school for various reasons, 42.28% (n = 879) are (11-15) years old, 24.52% (n = 609) and 16.9% (n = 420) are 16- and 17-years old adolescents respectively. A considerable proportion of adolescents, specifically 16.4% (n = 407) and 23.4% (n = 486) of 16 and 17years old, respectively, have selected 'refused to say' as their reason for not attending school. It also highlights the negative outcomes associated with undisclosed reasons for school absence, such as bullying, excessive internet/gaming, reduced family involvement, suicide attempts, and existential hopelessness. The findings of the national survey underscore the importance of addressing these undisclosed reasons for school absence to improve the overall well-being and educational outcomes of children and adolescents.

Association between parental education level & outcomes for children with long-term ventilator dependence: Communication behaviors as moderating variables

PurposeThe purpose of this study was to examine the correlation between parental education level and outcomes for children with long-term ventilator dependence (LTVD) and their families and whether parent communication behaviors with hospital nurses moderated the relationship. Advances in medical technology and policy changes allow children with LTVD to be cared for at home. The child's diagnosis and disease severity affect their health outcomes, as do their family's social determinants of health (SDoH) such as parent education. Design and methodsThis secondary data analysis used chi-square tests to evaluate the correlation between parental education level and outcomes. Generalized linear mixed effect models were used to examine the moderation effect of parent communication behaviors. ResultsLower parental education level was associated with more child respiratory infections and more parental uncertainty within one month following hospital discharge. Lower parent education level was also associated with fewer unplanned contacts with providers within one week post-discharge. Additionally, parent use of Verifying Understanding communication behaviors moderated the relationship between parental education level and number of respiratory infections and amount of parental uncertainty. Finally, parent use of Negotiating Roles moderated the association between education level and number of unplanned visits. ConclusionsContradicting previous research, lower parental education level does not consistently correspond to adverse outcomes and may be explained by parents' determination to ensure optimal outcomes for their children with LTVD. Practice implicationsOverall, healthcare providers should not be concerned that children with LTVD will have different outcomes based on their parents' education level.

BREAKING TIES: A COMPREHENSIVE ANALYSIS OF FAMILIAL FRACTURES AND THEIR IMPACT ON CHILDREN'S EDUCATION

This study, titled "Breaking Ties: A Comprehensive Analysis of Familial Fractures and Their Impact on Children's Education," delves into the intricate dynamics between family conflicts and children's educational outcomes. Utilizing a multidimensional approach, the research explores the varied manifestations of familial fractures and their repercussions on academic performance, emotional well-being, and overall educational trajectories. Through a synthesis of qualitative narratives and quantitative assessments, the study aims to provide a nuanced understanding of thecomplex interplay between family dynamics and children's educational experiences.

Birth Order and Children’s Health and Learning Outcomes in India

India has a high prevalence of stunting among children under five years of age, despite marginal improvement over the years. In 2019-21, 35.5 per cent of children below five years were stunted (National Family Health Survey (NFHS), 2019-21). This has been attributed to several factors including open defecation, poor maternal nutrition and food insecurity. This paper examines if the birth order of children is associated with in variation in height among them, using nationally representative data from the India Human Development Survey (IHDS 2005 & 2011). The objectives of this paper are to: (i) assess the association of a child’s birth order with height (ii) test if the association of birth order with height changes with the degree of son preference (iii) analyse the relationship between birth order and educational outcomes of children. Our results suggest that (i) the height-for-age z score is negatively associated with the birth order of the child (ii) the negative association of birth order with height is stronger for mothers who have a moderate or high degree of son preference, especially when children have an older brother (iii) maternal characteristics such as education could mitigate the negative relationship between birth order and height when son preference is low but not when son preference is high (iv) birth order has a negative association with the reading, writing and mathematical ability of children, especially if the child was stunted in childhood. This indicates that the fertility behaviour of families has both a direct and indirect impact, which could influence both long term nutrition and education of children.