Does food insecurity at home affect non-cognitive performance at school? A longitudinal analysis of elementary student classroom behavior
Does food insecurity at home affect non-cognitive performance at school? A longitudinal analysis of elementary student classroom behavior
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DOI：
10.1016/j.econedurev.2010.08.003
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发表时间：
2011-02-01
影响因子：
2.2
通讯作者：
Howard, Larry L.
中科院分区：
文献类型：
--
作者：
Howard, Larry L.
本文以1999-2003年4710名小学一年级、三年级和五年级学生为研究对象，评估了食物不安全经历对儿童课堂非认知表现的过渡效应模型。除了一套广泛的儿童和家庭层面的特征外，我们还使用美国各县的信息来控制当地经济和非经济环境对儿童家庭在粮食不安全和粮食安全状态之间转变的潜在混淆效应。我们分析的时间范围提供了对儿童非认知技能形成的潜在因素和小学课堂教育生产效率的洞察。总体而言，我们发现家庭食物不安全对儿童的发育有显著的负面影响；从一年级的食物不安全过渡到三年级的食物不安全的孩子在五年级的时候会有更大的损害。(c) 2010 Elsevier Ltd.版权所有。
This paper estimates models of the transitional effects of food insecurity experiences on children's non-cognitive performance in school classrooms using a panel of 4710 elementary students enrolled in 1st, 3rd, and 5th grade (1999-2003). In addition to an extensive set of child and household-level characteristics, we use information on U.S. counties to control for potential confounding effects of the local economic and noneconomic environment on children's household transitions between states of food insecurity and food security. The time horizon of our analysis affords insight into factors underlying children's formation of non-cognitive skills and the efficiency of classroom-based educational production in elementary school. Overall, we find significant negative developmental effects for children with food insecurity at home; and that children experiencing an early transition from food insecurity in 1st grade to food security in 3rd grade have even larger impairments that persist through 5th grade. (c) 2010 Elsevier Ltd. All rights reserved.