Persistent Poverty and Children's Cognitive Development: Evidence from the UK Millennium Cohort Study
AbstractWe use data from the four sweeps of the UK Millennium Cohort Study (MCS) of children born at the turn of the century to document the impact that poverty, and in particular persistent poverty, has on their cognitive development in their early years. Using Structural Equation Modelling (SEM), we show that children born into poverty have significantly lower test scores at age 3, age 5 and age 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 20 percentile ranks lower than children who have never experienced poverty, even after controlling for a wide range of background characteristics and parenting investment.
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Bibliographic InfoPaper provided by The University of Sheffield, Department of Economics in its series Working Papers with number 2011023.
Length: 36 pages
Date of creation: Nov 2011
Date of revision:
child poverty; cognitive development;
Find related papers by JEL classification:
- I32 - Health, Education, and Welfare - - Welfare, Well-Being, and Poverty - - - Measurement and Analysis of Poverty
- J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
- J62 - Labor and Demographic Economics - - Mobility, Unemployment, Vacancies, and Immigrant Workers - - - Job, Occupational and Intergenerational Mobility; Promotion
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-12-19 (All new papers)
- NEP-DEM-2011-12-19 (Demographic Economics)
- NEP-NEU-2011-12-19 (Neuroeconomics)
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