A new research paper for Policy and Politics, co-written by the Institute for Effective Education’s Kathleen Kiernan, provides further evidence that persistent poverty has a greater effect on children’s cognitive development than intermittent poverty. This article uses longitudinal data from the UK Millennium Cohort Study to examine the developmental contexts and outcomes of persistently poor children and identify potential resiliency factors.
The results show that as well as having more disadvantageous developmental contexts, persistently poor children also have worse cognitive and behavioural outcomes than children in poverty for shorter periods. The analyses point to the need for programmes that positively impact on maternal depression and the parent-child relationship which may be particularly important for improving the life chances of these very disadvantaged children.
Source: Persistent poverty and children’s development in the early years of childhood (2013), Policy and Politics, 41(1).
Persistent poverty has a greater effect on children’s cognitive development than intermittent poverty, according to the latest working paper from the Centre for Longitudinal Studies (CLS) at the University of London’s Institute of Education. The study, which analyses data from the UK Millennium Cohort Study, shows that children born into poverty have significantly lower cognitive development test scores at ages 3, 5, and 7, and that continually living in poverty in their early years has a cumulative negative impact on their cognitive development.
The researchers looked at whether the children were in poverty at ages 9 months, 3 years, 5 years, and 7 years and then estimated the effect of poverty on the children’s scores on cognitive tests taken at ages 3, 5, and 7, which included vocabulary, pattern construction, picture recognition, and reading. For children who had been poor at only one point since birth, it was being born into poverty that had the most detrimental effects on cognitive development, whereas recent episodes of poverty had the least impact.
Source: Persistent poverty and children’s cognitive development: Evidence from the UK Millennium Cohort Study (2012), Institute of Education University of London
The latest findings have been published of a rigorous study on the effectiveness of 105 “small schools of choice” (SSCs) in New York City. These academically nonselective schools, each with approximately 100 students per year in grades 9 to 12 (age 14–18), were created to serve some of the district’s most disadvantaged students. They are located mainly in areas where large failing high schools had been closed. According to MDRC, which carried out the research, the schools emphasise academic rigour and strong and sustained personal relationships among students and faculty. In addition, most were founded with community partners who offer additional teaching support and resources, and provide students with additional learning opportunities.
A 2010 study showed that SSCs are markedly improving academic progress and graduation prospects for their students. In this new policy brief, the analysis is extended by a year, and shows that SSCs have positive and sustained impacts on graduation rates, as well as a positive effect on a measure of college readiness.
Source: Transforming the high school experience: How New York City’s new small schools are boosting student achievement and graduation rates (2010), MDRC