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Title: Do Cognitive Skills Moderate the Influence of Neighborhood Disadvantage on Subsequent Educational Attainment?
Resulting in 1 citation.
1. Aughinbaugh, Alison Aileen
Rothstein, Donna S.
Do Cognitive Skills Moderate the Influence of Neighborhood Disadvantage on Subsequent Educational Attainment?
Economics of Education Review 44 (February 2015): 83-99.
Also: http://www.sciencedirect.com/science/article/pii/S027277571400096X
Cohort(s): NLSY97
Publisher: Elsevier
Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Cognitive Ability; Delinquency/Gang Activity; Educational Attainment; Educational Outcomes; Geocoded Data; Neighborhood Effects; Noncognitive Skills; Test Scores/Test theory/IRT

This paper examines how neighborhood quality affects young adults' educational outcomes, and whether neighborhood effects are moderated by cognitive test scores and other proxies for investments during childhood. The empirical results imply that high cognitive test scores help young adults overcome the effects of having lived in a disadvantaged neighborhood during adolescence with respect to attainment of a high school diploma and enrollment in a two- or four-year college. The results are robust to using alternative proxies for investments in children, such as mother's highest grade completed and measures of non-cognitive skills.
Bibliography Citation
Aughinbaugh, Alison Aileen and Donna S. Rothstein. "Do Cognitive Skills Moderate the Influence of Neighborhood Disadvantage on Subsequent Educational Attainment? ." Economics of Education Review 44 (February 2015): 83-99.