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Author: Lubotsky, Darren
Resulting in 3 citations.
1. Lubotsky, Darren
Family Resources, Behavior, and Children's Cognitive Development
Working Paper, Research Program in Development Studies, Princeton University, November 2001.
Also: http://www.wws.princeton.edu/~rpds/dlubotsky/Papers/lubotsky_cognitive.pdf
Cohort(s): Children of the NLSY79
Publisher: Research Program in Development Studies (RPDS), Princeton University
Keyword(s): Armed Forces Qualifications Test (AFQT); Behavior; Cognitive Development; Family Income; Family Resources; Home Observation for Measurement of Environment (HOME); Human Capital; Intergenerational Patterns/Transmission; Modeling, Fixed Effects; Panel Study of Income Dynamics (PSID); Parental Influences; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Television Viewing

Permission to reprint the abstract has not been received from the publisher.

This paper examines the relationship between parental income and human capital, the household environment, and children's scores on standardized tests of reading, vocabulary, and math ability. The results show that the positive effects of family long-run average income and mothers' cognitive ability on test scores rise as children age, consistent with view that the effects of parental investment accumulate as children age. Children from higher socioeconomic status families are also more likely to display a wide range of behaviors indicative of a more nurturing and stimulating home environment, such as spending less time watching television, reading for pleasure more often, and reporting themselves to have a better relationship with their parents. These experiences and activities explain a significant portion of the variation in test scores, and accounting for them reduces the effect of income by 25 to 30 percent. Thus, this study provides evidence that the intergenerational correlation in socioeconomic status results from both a direct causal effect of parental income and human capital on child development, and an effect of other "third factors" that lead to both parents' success in the labor market and to successful children.
Bibliography Citation
Lubotsky, Darren. "Family Resources, Behavior, and Children's Cognitive Development." Working Paper, Research Program in Development Studies, Princeton University, November 2001.
2. Lubotsky, Darren
Kaestner, Robert
Do 'Skills Beget Skills'? Evidence on the Effect of Kindergarten Entrance Age on the Evolution of Cognitive and Non-cognitive Skill Gaps in Childhood
Economics of Education Review 53 (August 2016): 194-206.
Also: http://www.sciencedirect.com/science/article/pii/S0272775716301753
Cohort(s): Children of the NLSY79
Publisher: Elsevier
Keyword(s): Age at School Entry; Behavior Problems Index (BPI); Childhood Education, Early; Early Childhood Longitudinal Study (ECLS-B, ECLS-K); Noncognitive Skills; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading)

We use exogenous variation in the skills that children have at the beginning of kindergarten to measure the extent to which "skills beget skills" in this context. Children who are relatively older when they begin kindergarten score higher on measures of cognitive and non-cognitive achievement at the beginning of kindergarten. Their scores on cognitive assessments grow faster during kindergarten and first grade. However, after first grade the scores of younger entrants catch up. We find no evidence that the growth in non-cognitive measures differs between older and younger entrants. Finally, we provide evidence suggesting that schools are not the cause of the younger students' faster growth after first grade.
Bibliography Citation
Lubotsky, Darren and Robert Kaestner. "Do 'Skills Beget Skills'? Evidence on the Effect of Kindergarten Entrance Age on the Evolution of Cognitive and Non-cognitive Skill Gaps in Childhood." Economics of Education Review 53 (August 2016): 194-206.
3. Lubotsky, Darren
Kaestner, Robert
Effects of Age at School Entry on Child Cognitive and Behavioral Development
Presented: Albuquerque NM, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 2014
Cohort(s): Children of the NLSY79
Publisher: Association for Public Policy Analysis and Management (APPAM)
Keyword(s): Age at School Entry; Behavior Problems Index (BPI); Children, Academic Development; Early Childhood Longitudinal Study (ECLS-B, ECLS-K); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading)

Permission to reprint the abstract has not been received from the publisher.

We use exogenous variation in the skills that children have at the beginning of kindergarten to measure the extent to which "skills beget skills". Children who are relatively older when they begin kindergarten score higher on measures of cognitive and non-cognitive achievement at the beginning of kindergarten. Their scores on cognitive assessments grow faster during kindergarten and first grade, consistent with complementarities between existing stocks of skills and the acquisition of additional skills. However, after first grade the scores of younger entrants catch up. We show that this catch up is due to the influence of schools. After controlling for this influence, we observe a net increase in the skill gap between older and younger school entrants between kindergarten and eighth grade, although growth in the skill gap is not consistent over time.
Bibliography Citation
Lubotsky, Darren and Robert Kaestner. "Effects of Age at School Entry on Child Cognitive and Behavioral Development." Presented: Albuquerque NM, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 2014.