ERIC Number: EJ1111098
Record Type: Journal
Publication Date: 2016-Aug
Abstractor: As Provided
Early School Adjustment and Educational Attainment
Magnuson, Katherine; Duncan, Greg J.; Lee, Kenneth T. H.; Metzger, Molly W.
American Educational Research Journal, v53 n4 p1198-1228 Aug 2016
Although school attainment is a cumulative process combining mastery of both academic and behavioral skills, most studies have offered only a piecemeal view of the associations between middle-childhood capacities and subsequent schooling outcomes. Using a 20-year longitudinal data set, this study estimates the association between children's academic skills, antisocial behaviors, and attention problems-all averaged across middle childhood--and their long-term educational outcomes. After adjusting for family and individual background measures, we find that high average levels of math and reading achievement, and low average levels of antisocial behavior problems, are positively associated with later attainment. Associations between attention problems and attainment are small. Associations are attenuated somewhat when sibling differences in these skills and behaviors are related to sibling differences in attainment outcomes.
Descriptors: Student Adjustment, Educational Attainment, Longitudinal Studies, Antisocial Behavior, Attention, Mathematics Achievement, Reading Achievement, Siblings, Correlation, Reading Skills, Mathematics Skills, Behavior Problems, National Surveys, Children, Late Adolescents, Young Adults, Outcomes of Education
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Longitudinal Survey of Youth
Grant or Contract Numbers: HD065704P01; 0322356