Persistent poverty and children's cognitive development : evidence from the UK Millennium Cohort Study /Series: University of London. Institute of Education. Centre for LongitudinalPublication details: London, U.K. Centre for Longitudinal Studies 2012 Description: PDFISBN: 1906929394; 9781906929398Other title: University of London. Institute of Education. Centre forSubject(s): Child Development Great Britain - Longitudinal Studies | Children And Poverty Longitudinal Studies - Great Britain | Low Income Families Economic Aspects - Great Britain | Household Surveys Great Britain | Academic Achievement Social Aspects | Social Indicators Great Britain | Children Longitudinal Studies | Cognition In Children | Disadvantaged Groups | Social Exclusion | Education | Great Britain. Millennium Cohort Study (mcs)Online Resources: Electronic copy
June 2012 Bibliography : p. 40-41
Data from four sweeps of the UK Millennium Cohort Study (MCS) of children born at the turn of the century were used to document the impact that poverty, and in particular persistent poverty, has on their cognitive development in their early years. Using both regression-based seemingly unrelated regressions estimation (SURE) and structural equation modelling (SEM), it was shown that children born into poverty have significantly lower test scores at ages 3, 5 and 7, and that continually living in poverty in their early years has a cumulative negative impact on their cognitive development. For children who are persistently in poverty throughout their early years, their cognitive development test scores at age 7 are more than 10 percentile ranks lower than children who have never experienced poverty, even after controlling for a wide range of background characteristics and parenting investment.
Persistent poverty and children's cognitive development_Dickerson&Popli_CLS WP2012(2).pdf