Persistent poverty and children's cognitive development: evidence from the UK Millennium Cohort Study
By Andrew Dickerson, Gurleen Popli. 2016
149 citations recorded by the source corpus.
We use data from the four sweeps of the UK Millennium Cohort Study of children born at the turn of the 21st century to document the effect that poverty, and in particular persistent poverty, has on their cognitive development in their early years. Using structural equation modelling, we show that children born into poverty have significantly lower test scores at age 3, age 5 and age 7 years, and that continually living in poverty in their early years has a cumulative negative effect on their cognitive development. For children who are persistently in poverty throughout their early years, their cognitive development test scores at age 7 years are almost 20 percentile ranks lower than children who have never experienced poverty, even after controlling for a wide range of background characteristics and parental investment.
Subfields: Safety Research, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/e270a449bd297a2c62ce5c5bbd012a5d4e615e6b
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In Sociology and Political Science
Citations in the corpus
- Why poor children are more likely to become poor readers: the early years (2014, background): “Although poverty has in some studies been found to have a small, significant independent relationship with cognitive development and literacy (Blanden and Gregg 2004), particularly if it is persistent (McLoyd 1998; Dickerson and Popli 2012), it is rarely the most significant factor.”