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Source: Educational Research Quarterly - ERQ

Resulting in 3 citations.

1.	Lassi, Nicholas
1.	Remote Learning and Parent Depression During the COVID-19 Pandemic Educational Research Quarterly 46,2 (December 2022): . Also: https://www.proquest.com/docview/2758123563 Cohort(s): NLSY97 Publisher: Behavioral Research Press Keyword(s): Children; COVID-19/Coronavirus Pandemic; Depression (see also CESD); Fathers; Mothers; Schooling Permission to reprint the abstract has not been received from the publisher. This study examined the link between remote learning for children and parent depression during the COVID-19 pandemic. There was an intense shift in how education was delivered during the COVID-19 outbreak, increasing educational obligations for parents. In this study, two education delivery methods, "any remote learning for the household children" and "any in-person classes, at school, for the household children," were examined by six measures of parent depression. The NLSY97 COVID-19 Supplement, collected in the first half of 2021, provided the 1,742-person sample. Remote learning for children was closely linked to parents experiencing increased depression, sadness, lack of focus, feeling that everything is an effort, not able to get "going," and restless sleep. In-person classes, in school, and during the same time, were not linked to higher levels of these parental mental health issues. All tests controlled for general health, whether respondents had been told they had coronavirus, frequency of close contact at work, etc. These results strongly indicate that remote learning during the COVID-19 pandemic is closely linked to increased parent depression.
	Bibliography Citation Lassi, Nicholas. "Remote Learning and Parent Depression During the COVID-19 Pandemic." Educational Research Quarterly 46,2 (December 2022): .

2.	Suh, Suhyun Suh, Jingyo
2.	Changing Pattern and Process of High School Dropouts between 1980s and 2000s Educational Research Quarterly 34,4 (June 2011): 3-13 Cohort(s): NLSY79, NLSY97 Publisher: School of Education, University of Southern California - Los Angeles Keyword(s): Family Influences; High School Dropouts; Methods/Methodology; Regions Permission to reprint the abstract has not been received from the publisher. There has been a general decline in the dropout rate and an increase in the high school completion rate over the last three decades. This research investigates causes for the decline in the dropout rate over the periods using decomposition analysis. Traditional cross-section analysis was inadequate to perform this task. Using the two cohort surveys of the National Longitudinal Survey of Youth (NLSY) in the 1980s and 2000s, we separated changes in characteristics into two parts: explained change and unexplained change. Results of the research suggest that the common explanations for the characteristic of school dropout account for little of the decline of the rate. Relatively unnoticeable factors such as location and regions contributed to the decline of the dropout rate while socioeconomic, personal, familial factors contributed to increase the dropout rate. [ABSTRACT FROM AUTHOR] Copyright of Educational Research Quarterly is the property of Educational Research Quarterly and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
	Bibliography Citation Suh, Suhyun and Jingyo Suh. "Changing Pattern and Process of High School Dropouts between 1980s and 2000s." Educational Research Quarterly 34,4 (June 2011): 3-13.

3.	Turner, Charlie G. Monk-Turner, Elizabeth A.
3.	The Returns to Education and Degrees Educational Research Quarterly 26,3 (March 2003): 45-56. Also: http://search.epnet.com/direct.asp?an=10145150&db=aph Cohort(s): NLSY79 Publisher: School of Education, University of Southern California - Los Angeles Keyword(s): College Graduates; Educational Returns; Labor Market Outcomes Permission to reprint the abstract has not been received from the publisher. Differences in earning ability and returns to the associate's and bachelor's degrees are analyzed for the National Longitudinal Survey ofYouth. The average age of the sample is 27. Each additional year of education past high school yields an economic return of 1.9%. Only bachelor's degree recipients enjoy an economic advantage on completion of the degree (10%); associate and vocational degree holders do not significantly benefit from a "sheepskin" effect. Besides years of education and the bachelor's degree, being white, male, older, having more work experience, living outside the South, being in an SMSA, married, and having the bachelor's degree as an educational goal are all positively associated with higher wages.
	Bibliography Citation Turner, Charlie G. and Elizabeth A. Monk-Turner. "The Returns to Education and Degrees." Educational Research Quarterly 26,3 (March 2003): 45-56.

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