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The NLS Annotated Bibliography - User Submission Form
HEYMANN, S. JODY EARLE, ALISON Low-Income Parents: How Do Working Conditions Affect Their Opportunity to Help School-Age Children at Risk? American Educational Research Journal 37,4 (Winter 2000): 833-848 Cohort(s): Children of the NLSY79 ID Number: 1133 Publisher: American Educational Research Association Permission to reprint the abstract has not been received from the publisher. Numerous studies have documented the importance of parental involvement to children's success at school. Much of the discussion about what influences the outcomes of poor children has assumed that low-income parents have the same opportunity to help their children's education. Yet, parents' availability to be involved with their children's education is often determined by job benefits and working conditions. The goal of this article is to examine empirically whether low-income working parents face significantly different nonfinancial barriers to parental involvement than those faced by higher income working parents. In particular, we examine the working conditions faced by parents who have at least one child who is in need of help because of educational or behavioral problems. Data from the National Longitudinal Survey of Youth--Mother and Child Surveys (NLSY) on 1,878 families where mothers worked more than 20 hr per week were analyzed. Copyright 2000 by the American Educational Research Association. KOHEN, ANDREW I. NESTEL, GILBERT KARMAS, CONSTANTINE Factors Affecting Individual Persistence Rates in Undergraduate College Programs American Educational Research Journal 15 (Spring 1978): 233-252 Cohort(s): Young Men ID Number: 1248 Publisher: American Educational Research Association Permission to reprint the abstract has not been received from the publisher. This study uses a sample drawn from the NLS of Young Men attending college in the l960s. Some of the principal conclusions of the multivariate analyses are: (1) factors determining persistence vary widely with the stage of the undergraduate career; (2) race and parental SES bear no net relation to dropping out; (3) the impact of ability declines with progress toward graduation; and (4) entering college in a two-year institution is inversely associated with persistence. These and other findings demonstrate that much previous research has perpetuated erroneous inferences about dropping out of college, not the least of which is that the process can be modeled in a single equation representing the likelihood of graduation by any given group of freshmen. RUMBERGER, RUSSELL W. Dropping Out of High School: The Influence of Race, Sex, and Family Background American Educational Research Journal 20 (Summer 1983): 199-220 Cohort(s): NLSY79 ID Number: 2121 Publisher: American Educational Research Association Permission to reprint the abstract has not been received from the publisher. This paper examines the extent of the high school dropout problem in l979 and investigates both the stated reasons students leave school and some of the underlying factors influencing their decision. Particular attention is focused on differences by sex, race, and family background. Data for this research come from the NLSY, a national sample of youth who were 14 to 21 years of age in l979. A multivariate model is developed to estimate the effects of family background and other factors on the decision to drop out of school. Several results emerge from the study. The reasons students cite for leaving school vary widely, with women more likely to leave because of pregnancy or marriage and men more likely to leave to go to work. Family background strongly influences the propensity to drop out of school and accounts for virtually all of the racial differences in dropout rates. A variety of other factors, including ability and aspirations, also influence this decision. Search returned 3 items. Search Start: 20:28:11 Search Finish: 20:28:11
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