Educational Growth Trajectories in Adulthood: Findings from an Inner-City Cohort

Autor/inn/en	Ou, Suh-Ruu; Yoo, Sangok; Reynolds, Arthur J.
Titel	Educational Growth Trajectories in Adulthood: Findings from an Inner-City Cohort
Quelle	In: Developmental Psychology, 57 (2021) 7, S.1163-1178 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ou, Suh-Ruu) ORCID (Yoo, Sangok)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001198
Schlagwörter	Children; Adults; Educational Attainment; Predictor Variables; Educational Mobility; Urban Population; African Americans; Low Income Groups; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Bildungsabschluss; Bildungsgut; Prädiktor; Bildungsmobilität; Stadtbevölkerung; Afroamerikaner
Abstract	Educational attainment is typically examined as a static status. As adult learners have become the new trend in higher education, the changes in educational attainment in adulthood warrant more attention. Using data from the Chicago Longitudinal study (CLS), an ongoing panel investigation of 1,539 children, predictors of educational growth trajectories in adulthood were investigated. Of the study sample (N = 1,418), 51.8% were women, 93.2% were Black, 6.8% were Hispanic, 83.4% were eligible for free lunch between birth and age 3. The average age of the study sample in June 2015 was 35.1, ranging from 34.4 to 36.6. Hierarchical linear modeling (HLM) was used to analyze the changes in educational attainment between ages 24 and 35. Findings indicate that mothers not completing high school by child's age 3 and days of absence at school were significantly associated with lower educational attainment at age 24. Classroom adjustment, student college expectations, 8th grade reading scores, and on-time high school graduation were significantly associated with higher educational attainment at age 24. Classroom adjustment, 8th grade reading score, and on-time high school graduation were significantly associated with a positive growth of education between ages 24 and 35. Findings suggest that improving academic achievement and socioemotional learning skills in elementary and middle school and promoting on-time high school graduation are likely to increase one's chances to continue pursuing higher education in adulthood for Black low-income children. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01