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1.
Children and welfare reform: a view from an experimental welfare program in Minnesota 总被引：1，自引：0，他引：1
Little is known about the effects of the most recent welfare reform initiatives--which include work mandates, time limits, and enhanced earnings disregards--on children's outcomes. This is partly because the ways in which maternal employment and income affect children more generally are not well understood. This article describes the effects on child development of the Minnesota Family Investment Program (MFIP), a welfare program that began prior to 1996 federal welfare reform legislation. The present study utilized MFIP's unique, three-group research design to untangle the effects of different components of the program, and, in turn, discover how each component's effects on parents' income or employment affected children's development. This study's findings showed that MFIP increased employment rates and decreased poverty and, according to reports from mothers, children were less likely to exhibit problem behaviors and more likely to perform better and be more highly engaged in school. These findings, based on a total of 879 participants, bolster the long-standing literature that has associated poverty with worse outcomes for children by confirming, in a rigorous experiment, that incremental increases in income for working poor parents bring benefits to children. 相似文献
2.
Dimitra Hartas 《牛津教育评论》2013,39(6):763-783
Using a longitudinal, UK representative sample from the Millennium Cohort Study, the present study examined the effects of socio-economic factors on mother- and teacher-rated behaviour, and the unique and cumulative contribution of both risk and protective factors inherent in children’s proximal and distal influences to behaviour during the toddler years and at school entry. The findings showed that although family income, parental employment and maternal education had a significant moderate impact on child problem behaviour as rated in the home and school, when considered in the context of child characteristics and family processes their contribution was negligible, especially for income. In contrast, parenting practices and parental well-being emerged as good predictors of behavioural difficulties and prosocial behaviour at school entry, pointing to the importance of supporting parents in order to promote social competence in young children. These findings have implications for family policy. 相似文献
3.
In the current research project, the relationship between neighborhood environment and school readiness was investigated. To measure neighbourhood environment, data from the 2001 Canadian Census were used, while school readiness was measured using the Early Development Instrument (EDI). EDI data were collected for kindergarten children across British Columbia, Canada, in the school years 2000/2001 through 2004/2005 by the Human Early Learning Partnership. A hierarchical linear modeling approach to data analysis was taken given the complex structure of the data (children nested within neighborhoods). Results from this study suggest that neighborhood environment is related to children's school readiness outcomes as measured by the EDI. Specifically, all 5 EDI domains were significantly predicted by between 2 and 8 of 13 neighborhood variables that were conceptually grouped into 8 categories accounting for family structure, income, education, Aboriginal status, language, labor force occupations, employment rates, and domestic work. Overall, 3 themes emerged from this study that suggest neighborhood-level sources of social wealth: the importance of neighborhood culture, stability, and heterogeneity in promoting better school readiness outcomes for children. Formulations regarding areas for future research are presented. 相似文献
4.
Terhi Linnansaari-Rajalin Mika Kivimäki Jenni Ervasti Jaana Pentti Jussi Vahtera 《Teachers and Teaching》2013,19(2):131-149
The extent to which school neighbourhood affects teachers’ work commitment is poorly known. In the current study, we investigated whether school neighbourhood socio-economic characteristics predicted teachers’ organizational and professional commitment. Primary school teachers (n?=?1042) responded to surveys in 2000–2001 (baseline) and 2004 (follow-up). Their responses were linked to records of the school neighbourhood income and unemployment levels obtained from nationwide registers. Teachers working in areas with a high income level and low unemployment rate had longer job tenure and higher probability of organizational (school) commitment at follow-up compared to teachers working in areas with a low income level or high unemployment rate. Less consistent associations were found for professional commitment. These findings suggest that school neighbourhood characteristics may affect teachers’ work commitment, especially their organizational commitment. Further research is needed to determine whether this increases inequalities in children’s learning opportunities. 相似文献
5.
The links between single mothers' employment patterns and change over time in the well-being of the mothers' adolescent children were investigated using the National Longitudinal Survey of Youth. Adolescents were ages 14 to 16 at baseline, and they and their mothers were followed for 2 years. Relative to being continuously employed in a good job, findings suggest that adolescents whose mothers lose a job without regaining employment show declines in mastery and self-esteem, those whose mothers are continuously employed in a bad job show an increased likelihood of grade repetition, and those whose mothers are either persistently unemployed or lose more than one job show an increased likelihood of school dropout. These effects are not explained by concomitant changes in family income. 相似文献
6.
This study investigated whether the presence of learning disabilities (LD) at age 10 was related to later schooling, employment, income, receipt of public aid, involvement in crime, and feeling of victimization at ages 21 and 24. Confidential self-report data were collected in a prospective, longitudinal panel study from a sample of 571 students, of whom 60 (10.5%) were children with LD. After controlling for gender, ethnicity, and socioeconomic status, the following results were obtained: The highest postsecondary school attainment for young adults with LD was not significantly different from that of their peers without LD, both at age 21 and age 24. The rate of employment and amount of earned income of young adults with LD were not significantly lower than those of their peers without LD both at age 21 and age 24. Young adults with LD were not significantly different from their peers without LD at age 21 and age 24 with respect to having children, but young adults with LD received significantly more public aid (such as food stamps, supplemental security income, and unemployment compensation) at age 21 but not at age 24. Young adults with LD were not significantly different from their peers without LD in committing crimes or feeling victimized at age 21 and age 24. 相似文献
7.
The effects of geographic variations in cost of living and family income on children’s academic achievement and social competence in first grade (mean age = 86.9 months) were examined, mediated through material hardship, parental investments, family stress, and school resources. Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (N = 17,565), higher cost of living was associated with lower academic achievement. For poor children only, higher cost of living was also detrimental to parental investments and school resources. Parental investments and school resources were more strongly associated with achievement for lower income than higher income children. Results suggest that cost of living intersects with income in meaningful ways for family and child well‐being and should be accounted for in the poverty measure. 相似文献
8.
陈爱如 《安徽师范大学学报(人文社会科学版)》2011,(5):559-563
近年来,农民对其子女享受优质教育的愿望越来越强烈,大量农村中小学学生向城市"移民"。研究发现:"农村教育移民"社会适应状况良好,特别是人际关系方面;"移民"后班级的竞争程度、"农村教育移民"的家庭月收入、移入学校对待"农村教育移民"的态度等是影响其社会适应状况的重要因素。 相似文献
9.
This paper studies the effects of an increase in school choice by examining a 2008 reform that made the value of Chile’s (previously flat, universal) school voucher a step function of student income. This policy increased the number of private schools that low income children could access free of charge. I identify the impact of the policy by combining its introduction with variation from a date of birth enrollment cutoff. I show that the differentiated voucher lowered, but only slightly, the probability that students used public schools. Students more likely to move to private schools experienced better school characteristics but no increase in test scores. Further analysis suggests a rise in test scores for students most likely to stay in public schools. These results suggest that the effects of the policy on test scores were caused by responses from public schools, instead of by the re-sorting of students into private schools. 相似文献
10.
Rebekah Levine Coley Elizabeth Votruba-Drzal Melissa A. Collins Portia Miller 《Early childhood research quarterly》2014
Early education and care programs (EEC) serve important functions in promoting children's school readiness skills and supporting parental employment. Yet knowledge remains limited concerning factors inhibiting or increasing families’ use of EEC programs for their young children and whether such factors function differently as children age. This study employed nationally representative data from the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) following 10,700 children from infancy through early childhood to assess predictors of home and center-based EEC and to delineate whether predictors differed by developmental period. Drawing on Meyers and Jordan's (2006) rich accommodations model of EEC selection, analyses found that factors associated with family needs and resources (parental employment, income, education, and family structure), cultural norms and preferences (race, ethnicity, and immigration status; geographic location; child characteristics; and parental priorities regarding EEC characteristics) and contextual opportunities and constraints (availability of care in the community) were all associated with selection into EEC settings. Many patterns were similar for infants, toddlers, and preschoolers, although race/ethnicity, employment, and availability were most strongly linked to EEC type during infancy, whereas parental priorities for features associated with higher-quality care programs predicted EEC most strongly for preschoolers. Results are discussed in terms of efforts to increase family choice and access to EEC programs. 相似文献
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Jin Qinghua Liu Yan Zhang Yan Li Qiong 《International Journal of Early Years Education》2005,13(2):157-169
This study investigated the pre‐school education of children from low‐income families in six urban districts of Beijing, using questionnaires and in‐depth interviews with respondents from district educational committees, sub‐district and residents’ committees, nursery schools, and low‐income families. The results indicated that (1) the number of nursery schools in Beijing’s urban districts showed a decreasing trend by year and that these schools were not evenly distributed; and (2) nursery school fees for usage were high, especially for low‐income families. These fees acted as a barrier for many of the children from this socio‐economic background, leaving a number of such children with no opportunity to receive pre‐school education. There was no attempt by the local government and/or communities to provide adequate financial and educational support for low‐income families. Recommendations are made with regard to improving the current situation. 相似文献
13.
During the summer vacation children who are economically disadvantaged experience declines in reading achievement, while middle‐ and high‐income children improve. Previous research has demonstrated that the most widely implemented intervention – sending economically disadvantaged students to summer school – has not led to increases in reading achievement. In this longitudinal randomised trial, a randomly assigned group of exiting First‐Grade children who were economically disadvantaged was enrolled in a seven‐week summer reading day camp. The intervention students' reading achievement was then compared to control group participants at four time points. Results showed noteworthy differences for intervention students in reading comprehension. 相似文献
14.
从就业率看"五位一体"办学模式的价值 总被引：2，自引：0，他引：2
就业是衡量高职教育质量的重要标准,本文分析了目前高职毕业生的就业现状,通过金华职业技术学院毕业生就业率与办学模式的相关性分析,对“基地、教学、科研、招生、就业”五位一体办学模式与提高高职学生培养质量和就业能力的关系进行了探讨.结果显示,“五位一体”办学模式对提高高职教育质量具有积极意义. 相似文献
15.
《Early childhood research quarterly》2003,18(2):255-270
The positive effects of Early Childhood Programs (ECP’s) on children’s school success have been demonstrated in the literature. However, most studies were completed in the U.S.A., where ECP’s vary widely, based on differing auspice, regulation, cost, and other factors. In European countries, ECP’s are generally far more homogenous. This is particularly true for Germany where most programs are community-based Kindergartens operated under similar structural conditions.In this study, we examine the relationship between Kindergarten attendance and the 7th grade school placement of children in West Germany, differentiating associations for the children of German citizens as compared to those of immigrants. Using information from a representative population sample, the German Socio-Economic Panel (SOEP), different models were estimated. The results indicate that there is no significant relationship between Kindergarten attendance of children of German citizens and children’s later school placement. However, for children in immigrant households the reverse is true: later school placement was significantly associated with Kindergarten attendance prior to school enrollment. Additionally, the analysis showed that controlling for Kindergarten attendance changed the level of significance for other well-known “school attainment determinants,” such as father’s education and household income. 相似文献
16.
试析我国目前“民工荒”的原因及对策 总被引：4，自引：0，他引：4
刘艳丽 《湖北广播电视大学学报》2010,30(2):83-84
文章从目前广州、江浙一带出现的＂民工荒＂现象,分析了产生此现象的原因,一方面是政府的税收过高所致。另一方面就是金融危机、政府的宏观调控和四川大地震的灾后重建等外部环境综合因素导致。两大方面的原因既提高了农民工的就业率,又提高了农民工的收入水平。即使在金融危机下,农民工的待遇和就业机会还能有所提升。但是也直接导致了一重大的副作用：农民工的挤出效应。 相似文献
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18.
公共教育的个人支出状况及其家庭负担是公共教育发展指标体系中的重要内容。从义务教育阶段看,家庭在教育上的负担存在城市和县乡村间的地区差异,家庭收入／支出状况、就读教育阶段也会影响家庭负担情况。总体上,城市和县乡村家庭在义务教育阶段的负担均主要来自于校外支出部分,就读的教育阶段越高则教育负担越重。教育负担率从整体上呈现随收入增加而下降的趋势,其中城市地区在家庭教育支出负担量及负担率上均普遍高于县乡村地区。 相似文献
19.
《Early education and development》2013,24(2):97-125
This study examined literacy in home environments and how children perceive literate events that occur in their families. Four children were selected from a larger study of 129 children. Two children (one African American and one biracial) were from a low income urban community. The other two were Caucasian and from a small farm community. Ninety-six hours of observations over eight weeks during the summer of the kindergarten school year were conducted. Data collected included field notes, tape recordings, parent questionnaires, awareness interviews and school achievement measures. Domains were identified and analyzed for literacy support in the home, The analysis indicated three major findings: 1) all the parents provided support for literacy but there were differences in the way literacy was constructed, 2) the differences in the children's awareness responses describing how they were learning to read at home reflected their home literacy experiences, 3) the home literacy environments of the four children who were from low income families were conducive to literacy development and school success. 相似文献
20.
Janice Porterfield Stewart 《Early education and development》1995,6(2):97-125
This study examined literacy in home environments and how children perceive literate events that occur in their families. Four children were selected from a larger study of 129 children. Two children (one African American and one biracial) were from a low income urban community. The other two were Caucasian and from a small farm community. Ninety-six hours of observations over eight weeks during the summer of the kindergarten school year were conducted. Data collected included field notes, tape recordings, parent questionnaires, awareness interviews and school achievement measures. Domains were identified and analyzed for literacy support in the home, The analysis indicated three major findings: 1) all the parents provided support for literacy but there were differences in the way literacy was constructed, 2) the differences in the children's awareness responses describing how they were learning to read at home reflected their home literacy experiences, 3) the home literacy environments of the four children who were from low income families were conducive to literacy development and school success. 相似文献