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Early Childhood Residential Instability and School Readiness: Evidence from the Fragile Families and Child Wellbeing Study

  • Kathleen M. Ziol-Guest

    (Institute for Children and Poverty and Statistics Norway)

  • Claire McKenna

    (Institute for Children and Poverty)

Registered author(s):

    This paper assesses the consequences of residential instability during the first five years of a child’s life for a host of school readiness outcomes. Using data from the Fragile Families and Child Wellbeing Study, we examine the relationship between multiple moves and children’s cognitive and behavioral readiness at age five. We further test this relationship for differences among poor, near poor, and not poor children. We find that moving three or more times in a child’s first five years is significantly associated with increases in several measures of internalizing and externalizing behavior. These effects are strongest for children who live in poverty.

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    File URL: http://crcw.princeton.edu/workingpapers/WP09-21-FF.pdf
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    Paper provided by Princeton University, Woodrow Wilson School of Public and International Affairs, Center for Research on Child Wellbeing. in its series Working Papers with number 1195.

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    Date of creation: Nov 2009
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    Handle: RePEc:pri:crcwel:wp09-21-ff
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    Web page: http://crcw.princeton.edu/

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    1. Robert Haveman & Barbara Wolfe & James Spaulding, 1991. "Childhood events and circumstances influencing high school completion," Demography, Springer, vol. 28(1), pages 133-157, February.
    2. Shana Pribesh & Douglas Downey, 1999. "Why are residential and school moves associated with poor school performance?," Demography, Springer, vol. 36(4), pages 521-534, November.
    3. Nan Astone & Sara McLanahan, 1994. "Family structure, residential mobility, and school dropout: A research note," Demography, Springer, vol. 31(4), pages 575-584, November.
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