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Title: Ebbing and Flowing, Learning and Growing: Transitions in Family Economic Resources and Children's Development
Resulting in 1 citation.
1. Moore, Kristin Anderson
Glei, Dana A.
Driscoll, Anne K.
Zaslow, Martha J.
Ebbing and Flowing, Learning and Growing: Transitions in Family Economic Resources and Children's Development
Working Paper, Child Trends, Inc., Washington DC, 1998.
Also: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/17/88/f0.pdf
Cohort(s): Children of the NLSY79
Publisher: Child Trends, Inc.
Keyword(s): Current Population Survey (CPS) / CPS-Fertility Supplement; Educational Attainment; Panel Study of Income Dynamics (PSID); Siblings

ED429683
Transitions into and out of poverty and welfare across a four-year time periods and their implications for math and reading skills and behavior are examined among a sample of ten and eleven year-olds. Analyses of the National Longitudinal Survey of Youth-Child Supplement indicate that even with controls for factors that select families into poverty, children who do not experience poverty or welfare over this time period are advantaged relative to children who experience either. Children who are continuously poor but never receive welfare have more favorable outcomes than poor children who receive welfare. Among children experiencing changing economic circumstances, if the family manages to leave poverty, child outcomes are more positive; children whose families fall into poverty experience more negative outcomes than children living consistently above the poverty line. Fluctuations in family economic circumstances are also associated with poorer child outcomes.
Bibliography Citation
Moore, Kristin Anderson, Dana A. Glei, Anne K. Driscoll and Martha J. Zaslow. "Ebbing and Flowing, Learning and Growing: Transitions in Family Economic Resources and Children's Development." Working Paper, Child Trends, Inc., Washington DC, 1998.