scholarly journals Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance

2020 ◽  
Vol 91 (3) ◽  
pp. 705-714
Author(s):  
Sophie Stumm ◽  
Kaili Rimfeld ◽  
Philip S. Dale ◽  
Robert Plomin
Keyword(s):  
Socioeconomic Status ◽  
School Performance ◽  
Nonverbal Ability

Subsequent Higher Education After Adolescent Depression: A 15-Year Follow-Up Register Study

2010 ◽  
Vol 25 (7) ◽  
pp. 396-401 ◽  
Author(s):  
U. Jonsson ◽  
H. Bohman ◽  
A. Hjern ◽  
L. von Knorring ◽  
G. Olsson ◽  
...  
Keyword(s):  
Higher Education ◽  
Socioeconomic Status ◽  
School Performance ◽  
Adolescent Depression ◽  
Maternal Education ◽  
Population Based ◽  
Adverse Outcomes ◽  
Swedish Population ◽  
Early School

AbstractBackgroundAdolescent depression has been shown to have a range of adverse outcomes. We used longitudinal data to investigate subsequent higher education in former depressed adolescents.MethodA Swedish population-based investigation of depression in 16–17-year-olds was followed up in national registers 15 years later. Adolescents with depression (n = 361, 78% females) were compared to a group of non-depressed peers of the same age (n = 248, 77% females). The main outcome was graduation from higher education by age 30.ResultsThe adolescent with depression were less likely than their non-depressed peers to have graduated from higher education by age 30, both regarding females (27.7% vs. 36.4%, p < .05) and males (12.7% vs. 28.6%, p < .05). After adjustment for early school performance, socioeconomic status and maternal education, the decreased likelihood of subsequent graduation from higher education remained for depressed males (OR, 0.27; 95% CI, 0.08–0.93) but not for depressed females (OR, 0.93; 95% CI, 0.58–1.49).ConclusionContrary to what previous research has suggested, adolescent depression and its consequences might be particularly destructive to subsequent higher education in males.

scholarly journals The Intergenerational Transmission of Early Childbearing: Examining Direct and Indirect Associations in a Swedish Birth Cohort

2019 ◽  
Vol 9 (5) ◽  
pp. 54
Author(s):  
Robin S. Högnäs ◽  
Alessandra Grotta
Keyword(s):  
Socioeconomic Status ◽  
Educational Attainment ◽  
Intergenerational Transmission ◽  
School Performance ◽  
Early Childbearing ◽  
Older Mothers ◽  
Nested Models ◽  
Marginal Effects ◽  
Average Marginal Effects

Background. Research shows that early childbearing is associated negatively with educational attainment and socioeconomic status (SES). Children born to young versus older mothers often do less well in school, and many have early first births. Some studies suggest that mothers’ early childbearing operates through SES to influence the daughters’ early childbearing, and some argue that the association is strong net of SES. The current study tests these direct and indirect associations. Methods. We estimate the pathways through which mothers’ early childbearing influences daughters’ early childbearing in several steps. First, we examine bivariate associations between mothers’ early childbearing and SES, followed by bivariate associations between mothers’ SES outcomes and their daughters’ early childbearing. We then estimate the average marginal effects (AMEs) of mothers’ early children on daughters’, and a KHB decomposition to examine direct and indirect associations. Results. Findings suggest both direct and indirect associations. Nested models show that, net of a range of SES characteristics, mothers’ early childbearing increases the probability of daughters’ by approximately 8%; and KHB results suggest 37% mediation, with daughters’ school performance (12%) and household educational attainment (10%) contributing the highest shares. Conclusion. Mothers’ early childbearing and subsequent SES collectively influence the long-term wellbeing of children. Thus, early childbearing has consequences both within and across generations.

scholarly journals Polygenic prediction of school performance in children with and without psychiatric disorders

2020 ◽  
Author(s):  
Veera M. Rajagopal ◽  
Betina B Trabjerg ◽  
Jakob Grove ◽  
Henriette T. Horsdal ◽  
Liselotte Petersen ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Socioeconomic Status ◽  
Psychiatric Disorders ◽  
School Performance ◽  
Family Environment ◽  
Autism Spectrum ◽  
Prediction Performance ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Variance Explained

AbstractSuboptimal school performance is often seen in children with psychiatric disorders and is influenced by both genetics and the environment. Educational attainment polygenic score (EA-PGS) has been shown to significantly predict school performance in the general population. Here we analyze the association of EA-PGS with school performance in 18,495 children with and 12,487, without one or more of six psychiatric disorders and show that variance explained in the school performance by the EA-PGS is substantially lower in children with attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Accounting for parents’ socioeconomic status obliterated the variance difference between ADHD–but not ASD–and controls. Given that a large proportion of the prediction performance of EA-PGS originate from family environment, our findings hint that family environmental influences on school performance might differ between ADHD and controls; studying the same further will open new avenues to improve the school performance of children with ADHD.

Eight-Year School Performance, Neurodevelopmental, and Growth Outcome of Neonates With Bronchopulmonary Dysplasia: A Comparative Study

PEDIATRICS ◽  
1992 ◽  
Vol 89 (3) ◽  
pp. 365-372 ◽  
Author(s):  
Charlene M.T. Robertson ◽  
Philip Charles Etches ◽  
Edward Goldson ◽  
Janis Mildred Kyle
Keyword(s):  
Socioeconomic Status ◽  
Birth Weight ◽  
School Performance ◽  
Bronchopulmonary Dysplasia ◽  
Comparison Group ◽  
Study Groups ◽  
Supplemental Oxygen ◽  
Physical Growth ◽  
Comparison Groups ◽  
Group 1

Eight-year outcome is reported for three groups of preterm infants with bronchopulmonary dysplasia—group 1 with a birth gestation of ≤31 weeks receiving supplemental oxygen until the equivalent of 36 weeks' gestation, group 2 of the same gestation receiving supplemental oxygen to 28 days postnatal age but not to 36 weeks gestational age, and group 3 with a gestation of ≥32 weeks requiring supplemental oxygen for &gt;28 days—and for an individually matched preterm neonatal comparison group and a term peer comparison group for each bronchopulmonary dysplasia group. The subjects all had parents whose mother tongue was English and were matched for gender, mother's education, and father's socioeconomic status, and in the case of the neonatal comparison groups they also were matched for birth gestation and birth weight. Physical growth and psychoeducational and school performance test scores were similar for the three bronchopulmonary dysplasia study groups with the exception of lower intelligence quotient for those receiving supplemental oxygen for the longest time. Children in groups 1 and 2 had outcome scores similar to those of the neonatal comparison group and significantly below those of their peer comparison groups. On multivariate analysis for group 1 children, 61% of the variance of academic achievement was related to lowest recorded pH, father's socioeconomic status, and lowest recorded Pao2. Compared with the peer groups, the study groups continued to show academic delay when the disabled children were excluded from analysis. Although the duration of pulmonary disease affects outcome, prematurity with and without chronic lung disease, along with adverse social factors, compromises the outcome for low birth weight infants with a history of bronchopulmonary dysplasia who have now reached school age.

Within-person variability in school performance

2020 ◽  
Author(s):  
Megan Wright ◽  
Sophie von Stumm
Keyword(s):  
Socioeconomic Status ◽  
Personality Traits ◽  
Early Development ◽  
School Performance ◽  
Educational Outcomes ◽  
Development Study ◽  
Psychological Construct ◽  
School Grades

Although thought to be substantial, within-person variability in school grades has not been systematically studied. Here we analysed data from the Twins Early Development Study (TEDS; Nmax = 11,132) to describe within-person variability across grades in English, maths, and science from age 7 to 16 years. We found that within-person grade variability was largely unstable across subjects and ages. Within-person grade variability at age 16 was not associated with any of 15 variables that typically explain between-person differences in school performance (e.g. IQ, socioeconomic status, and personality traits). Also, within-person grade variability did not predict later educational outcomes at ages 18 and 21. Our findings suggest that within-person grade variability is an observable, but not meaningful psychological construct. We conclude that understanding the causes and consequences of within-person grade variability is of limited epistemological value.

scholarly journals Subjective Family Socioeconomic Status and Adolescents’ Attention: Blacks’ Diminished Returns

Children ◽  
2020 ◽  
Vol 7 (8) ◽  
pp. 80 ◽  
Author(s):  
Shervin Assari ◽  
Shanika Boyce ◽  
Mohsen Bazargan
Keyword(s):  
Socioeconomic Status ◽  
Racial Differences ◽  
School Performance ◽  
Child Behavior Checklist ◽  
Racial Minorities ◽  
Stop Signal Task ◽  
Cross Sectional ◽  
Family Socioeconomic Status ◽  
Marginal Returns ◽  
Family Ses

Background: Racial minorities, particularly non-Hispanic blacks (NHBs) in the US, experience weaker effects from their families’ socioeconomic status on tangible outcomes, a pattern called the Minorities’ Diminished Returns (MDRs) theory. These MDRs are frequently shown in the effects of the families’ socioeconomic status (SES) on NHB adolescents’ school performance. As a result of these MDRs, NHB adolescents from high SES families show a worse than expected school performance. The existing knowledge is, however, minimal about the role of attention in explaining the diminished returns of the families’ SES with regard to the adolescents’ outcomes. Aim: To investigate the racial differences in the effects of the subjective family SES on adolescents’ attention, we compared non-Hispanic white (NHW) and NHB adolescents to assess the effect of the subjective family SES on adolescents’ attention. Methods: This was a cross-sectional analysis that included 4188 adolescents from the Adolescent Brain Cognitive Development (ABCD) Study. The independent variable was the subjective family SES. The primary outcome was the adolescents’ attention to be measured by the stop-signal task (SST). The attention domain of the Child Behavior Checklist (CBCL) was also measured. Results: Overall, a high subjective family SES was associated with a higher task-based and CBCL-based attention. Race showed statistically significant interactions with subjective family SES in terms of adolescents’ attention outcomes. These interactions suggested that a high subjective family SES has smaller tangible effects on increasing the attention of NHB than NHW adolescents. Conclusion: The boosting effect of subjective family SES on attention is diminished for NHB rather than NHW adolescents. To minimize the racial gap in attention-related behaviors, such as school performance, we need to address the diminished returns of resources in the lives of NHB families. Not only should we equalize SES, but also increase the marginal returns of SES for racial minorities, particularly NHB families. Such efforts require public policies that empower NHB families to better leverage their SES resources and turn them into tangible outcomes. In addition, social policies should directly aim to alter the societal barriers that limit NHB families’ ability to effectively utilize their resources. Discrimination, segregation, and racism should be targets of our policy solutions.

scholarly journals Persistent influence of family socioeconomic status on education in Britain over 95 years

2020 ◽  
Author(s):  
Sophie von Stumm ◽  
Sophie Nicole Cave ◽  
Paul Wakeling
Keyword(s):  
Socioeconomic Status ◽  
School Performance ◽  
Family Background ◽  
General Assumption ◽  
Learning Needs ◽  
Family Socioeconomic Status ◽  
Children's Education ◽  
Differential Learning ◽  
Children’S Education ◽  
Family Ses

In Britain and elsewhere, the influence of family socioeconomic status (SES) on education is already evident in primary school, and it persists and increases throughout the school years, with children from impoverished families earning lower grades and obtaining fewer educational qualifications than children from more privileged backgrounds. Reducing the effect of family background on children’s education is a pivotal aim of educators, policymakers, and researchers, but the success of their efforts is poorly evidenced to date. Here, we show for the first time that over 95 years in Britain the influence of family SES on children’s school performance has remained stable. Across 15 British population cohorts born between 1921 and 2011 (N = 83,249), we confirmed previous findings of a correlation between family SES and children’s school performance of .27 [95% Confidence Interval .21-.32], adjusted for cohort-specific confounders. However, contrary to the general assumption that family background inequality has increased over time, we observed only minimal differences in the association between family SES and school performance across British cohorts. We argue that education policies must prioritize equity in learning outcomes over equality in learning opportunities, if they seek to disrupt the perpetuation of social and economic inequality across generations. We speculate that the effect of family SES on children’s education will only noticeably weaken if primary education settings become better equipped to meet and remediate the children’s differential learning needs.

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