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Author: Reeves, Richard V.
Resulting in 7 citations.
1. Reeves, Richard V.
Class Gaps in Parenting and Children’s Later-Life Outcomes
Presented: Philadelphia PA, Biennial Meeting of the Society for Research in Child Development, March 2015
Cohort(s): Children of the NLSY79, NLSY79
Publisher: Society for Research in Child Development (SRCD)
Keyword(s): Family Income; Family Influences; Family Structure; Home Observation for Measurement of Environment (HOME); Parenting Skills/Styles; Socioeconomic Background; Socioeconomic Factors

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

Paper draws on analysis of data from the National Longitudinal Survey of Youth (NLSY) to describe the home environments of children from birth through adolescence and to document the significant links between parenting quality and income, race, education, and family type.
Bibliography Citation
Reeves, Richard V. "Class Gaps in Parenting and Children’s Later-Life Outcomes." Presented: Philadelphia PA, Biennial Meeting of the Society for Research in Child Development, March 2015.
2. Reeves, Richard V.
Cuddy, Emily
Hitting Kids: American Parenting and Physical Punishment
Brookings Policy Memo Series #4, Center on Children and Families, Brookings Institution, November 2014.
Also: http://www.brookings.edu/blogs/social-mobility-memos/posts/2014/11/06-parenting-hitting-mobility-reeves
Cohort(s): Children of the NLSY79
Publisher: Brookings Institution
Keyword(s): Home Observation for Measurement of Environment (HOME); Parenting Skills/Styles; Punishment, Corporal

Why do adults hit children? Whichever euphemism is used - "spank,": "smack," "pop," "whup/whip: - the goal is typically the same: to correct or to punish a child's behavior by causing physical pain. In terms of altering children's behavior in the short run, physical punishment is mostly effective. But questions remain about its long term effects, some of which we address in this memo.
Bibliography Citation
Reeves, Richard V. and Emily Cuddy. "Hitting Kids: American Parenting and Physical Punishment." Brookings Policy Memo Series #4, Center on Children and Families, Brookings Institution, November 2014.
3. Reeves, Richard V.
Howard, Kimberly
The Glass Floor: Education, Downward Mobility, and Opportunity Hoarding
Working Paper, Center on Children and Families, The Brookings Institution, November 2013
Cohort(s): Children of the NLSY79, NLSY79
Publisher: Brookings Institution
Keyword(s): Armed Forces Qualifications Test (AFQT); Armed Services Vocational Aptitude Battery (ASVAB); Cognitive Ability; Educational Attainment; Employment, Youth; Family Income; Mobility, Economic; Mobility, Social; Noncognitive Skills; Parental Influences; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Rosenberg Self-Esteem Scale (RSES) (see Self-Esteem); Self-Esteem

From an intergenerational perspective, the U.S. income distribution is sticky at both ends. Affluence and poverty are both partially inherited. Policy and research has focused on upward mobility, especially from the bottom. But relative intergenerational upward mobility is only possible with equivalent rates of downward mobility, where much less attention has been directed. Those born into more affluent families may be protected from falling by a “glass floor,” even if they are only modestly skilled.
Bibliography Citation
Reeves, Richard V. and Kimberly Howard. "The Glass Floor: Education, Downward Mobility, and Opportunity Hoarding." Working Paper, Center on Children and Families, The Brookings Institution, November 2013.
4. Reeves, Richard V.
Howard, Kimberly
The Parenting Gap
Paper, Social Genome Project Series, Center on Children and Families, The Brookings Institution, September 2013
Cohort(s): Children of the NLSY79
Publisher: Brookings Institution
Keyword(s): Achievement; Children, Behavioral Development; Children, Well-Being; Home Observation for Measurement of Environment (HOME); Modeling, Simulation; Parenting Skills/Styles; Parents, Behavior; Racial Differences

Our analysis employs the Social Genome Model (SGM) dataset, which is based on the Bureau of Labor Statistics’ Children of the National Longitudinal Survey of Youth, 1979 (CNLSY). The CNLSY contains data on all children born to the mothers of the National Longitudinal Survey of Youth 1979 (NLSY79) beginning in 1986. Our sample therefore consists of 5,783 children who were born in the late 1980s and early 1990s.
Bibliography Citation
Reeves, Richard V. and Kimberly Howard. "The Parenting Gap." Paper, Social Genome Project Series, Center on Children and Families, The Brookings Institution, September 2013.
5. Reeves, Richard V.
Venator, Joanna
Saving Horatio Alger: The Data Behind the Words (and the Lego Bricks)
Social Mobility Memo, Brookings Institution, August 21, 2014.
Also: http://www.brookings.edu/blogs/social-mobility-memos/posts/2014/08/21-data-behind-saving-horatio-alger-reeves
Cohort(s): Children of the NLSY79, NLSY79
Publisher: Brookings Institution
Keyword(s): Income; Intergenerational Patterns/Transmission; Mobility, Economic; Mobility, Social

In both the video and the essay, we've created a series of 'mobility matrices' showing how income status in one generation influences income status in the next. We used a dataset constructed from the Bureau of Labor Statistics' surveys, the 'National Longitudinal Survey of Youth 1979' (NLSY79) and the 'Children of the NLSY79' (C-NLSY). Mostly, we use the CNLSY, which provides rich data on children born mainly in the 1980s and 90s. But since they are not old enough for us to know their incomes at the age of 40, we impute adult values using the sample from the earlier generation, the NLSY79. (For more information on how we impute these values, see the Guide to the Brookings Social Genome Model by Scott Winship and Stephanie Owen.)
Bibliography Citation
Reeves, Richard V. and Joanna Venator. "Saving Horatio Alger: The Data Behind the Words (and the Lego Bricks)." Social Mobility Memo, Brookings Institution, August 21, 2014.
6. Reeves, Richard V.
Venator, Joanna
Howard, Kimberly
The Character Factor: Measures and Impact of Drive and Prudence
Report, Center on Children and Families, The Brookings Institution, October 22, 2014
Cohort(s): Children of the NLSY79, NLSY79 Young Adult
Publisher: Brookings Institution
Keyword(s): Adolescent Behavior; Age at Birth; Behavior Problems Index (BPI); Educational Attainment; Educational Outcomes; Gender Differences; High School Completion/Graduates; Motivation; Noncognitive Skills; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading)

There is growing interest among psychologists and economists in the importance of "non-cognitive" skills for doing well in life. In this paper we assess the quality of measures available in US survey data for two specific non-cognitive skills, drive and prudence, which we term "performance character strengths" -- non-cognitive skills that relate to outcomes important for economic mobility, such as educational attainment. We evaluate and rank the measures of drive and prudence found in these surveys, categorizing them as broad or narrow, and indirect or direct. Next, we use one of these measures (the BPI-hyperactivity scale in the NLSY) to look at socioeconomic gaps in performance character strengths, and the relative importance of performance character strengths for educational attainment. We find that family income and maternal education are positively associated with higher levels of performance character strengths, and that the influence of the measure on educational attainment is comparable to the influence of academic scores.
Bibliography Citation
Reeves, Richard V., Joanna Venator and Kimberly Howard. "The Character Factor: Measures and Impact of Drive and Prudence." Report, Center on Children and Families, The Brookings Institution, October 22, 2014.
7. Sawhill, Isabel V.
Reeves, Richard V.
Modeling Equal Opportunity
Russell Sage Foundation Journal of the Social Sciences 2,2 (May 2016): 60-97.
Also: http://www.rsfjournal.org/doi/full/10.7758/RSF.2016.2.2.03
Cohort(s): Children of the NLSY79, NLSY79
Publisher: Russell Sage Foundation
Keyword(s): Achievement; Behavior Problems Index (BPI); Children, Academic Development; Children, Well-Being; Family Income; Gender Differences; Home Observation for Measurement of Environment (HOME); Intergenerational Patterns/Transmission; Life Course; Mobility, Economic; Modeling, Simulation; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); School Entry/Readiness

We examine the themes of equal opportunity, intergenerational mobility, and inequality. We address the normative and definitional questions of selecting measures of mobility and summarize the current state of intergenerational mobility in the United States and abroad. We introduce a new microsimulation model, the Social Genome Model (SGM), which provides a framework for measuring success in each stage of the life cycle. We show how the SGM can be used not only to understand the pathways to the middle class, but also to simulate the impact of policy interventions on rates of mobility.
Bibliography Citation
Sawhill, Isabel V. and Richard V. Reeves. "Modeling Equal Opportunity ." Russell Sage Foundation Journal of the Social Sciences 2,2 (May 2016): 60-97.