DATA COLLECTION AND EVALUATION FOR OLDER NLSY CHILDREN

这个项目的主要目标是扩大NLSY青壮年 2000年和2002年的数据收集，包括 NLSY79名到那个日期已满21岁的女性受访者。一个 次要目标是评估以下项目的替代数据收集模式 既住在父母家，又住在家里的年长青年 2000年居留独立。 NLSY中女性受访者的子女，与 在NICHD的支持下，每两年收到各种适合年龄的 1986年至1996年(1998年)的认知和社会情绪评估 即将到来)期间。这些儿童测试数据与广度的联系 母亲、家庭和儿童的各种属性、态度和行为 它们可用于NLSY的整个生命周期，即 1979年启动的，已经允许大量的研究人员在 经济学、社会学、儿童发展及相关学科领域 开展广泛的计划和政策背景，以及 婴儿期儿童的社会情绪和智力发展 青春期中期。这包括在专题领域的研究。 例如对女性就业、育儿或家庭贫困的影响 在美国儿童发展中的地位或获得福利的机会。 然而，对于研究界的相当一部分人来说，更多的 关键的利益问题，后续的联系是什么 一名年轻人在这些评估中的表现如何，以及随后的成年人 成功？从事件历史的角度来看，家庭的哪些方面 背景转化为更好的情感和智力 发展；以及家庭背景如何独立地和通过 促进儿童发展的方法，与更大的早期成人联系起来 在教育、家庭、特别是就业方面的“成功” 球体？ 自1994年以来，NICHD扩大了对NLSY数据的参与 通过支持NLSY风格的定期采访 年满15岁的儿童。这项1994年和1996年的数据收集 已经并将继续支持上述类型的研究 对于青春期后期的年轻人来说。然而，资金限制将不会 允许21岁及以上青年继续面试。这将是 重大数据收集审查将严重限制研究 可以适当地审视儿童和青少年的重要性 智力和社会情感发展对学校成功的影响 向工作过渡。这项提案需要资金来采访许多 这些年轻人在通过关键的分析价值时 在他们自己的光芒下。此外，我们将仔细评估我们的 结果，包括仔细探索这一年的“模式效应” 2000数据收集，并使用我们获得的洞察力来制定 我们认为这是一份最佳问卷和最佳数据收集 程序。这一过程将为我们随后寻求 来自所有适当来源的额外资金，以成本形式继续- 有效的方式，我们认为是高优先级的数据收集 努力。

The primary objective of this project is to extend the NLSY young adult data collection in the years 2000 and 2002 to include children of the NLSY79 female respondents who have attained age 21 by those dates. A secondary objective is to evaluate alternate data collection modes for older youth who are both living in their parents home as well as residentially independent in the year 2000. The children of the female respondents in the NLSY have, with the support of the NICHD, biennially received a variety of age-appropriate cognitive and socioemotional assessments over the 1986 to 1996 (1998 forthcoming) period. The linking of these child test data with the wide range of maternal, family and child attributes, attitudes and behaviors which are available for the full life span of the NLSY, which was initiated in 1979, has permitted a large number of researchers in the areas of economics, sociology, child development and related disciplines to carry out a wide range of program and policy background and the socioemotional and intellectual development of children between infancy and middle adolescence. This has included research in topical areas such as the effect on female employment, childcare or family poverty status or access to welfare in the development of American Children. However, for a substantial portion of the research community, the more critical issue of interests, what is the subsequent connection between how well a youth has done on these assessments and subsequent adult success? From an event history perspective, what aspects of family background translate into preferable emotional and intellectual development; and how does family background both independently, and by way of enhancing a child's development, link with greater early adult "success" in the educational, family, and in particular, employment sphere? Since 1994, the NICHD has expanded their involvement in the NLSY data collection by supporting regular NLSY style interviews with the children who have attained age 15. This 1994 and 1996 data collection has and will continue to support research of the type described above for youth in later adolescence. However, funding limitations will not permit continued interviewing of youth age 21 and over. This will significant data collection censoring will severely limit research which could appropriately examine the importance of child and adolescent intellectual and socioemotional development on the success of the school to work transition. This proposal requests funds to interview many of these young adults as they pass through the critical analytical value in their own light. Additionally, we will carefully evaluate our results, including a careful exploration of "mode effects" in the year 2000 data collection and use the insights we gain to then develop what we view as an optimal questionnaire and optimal data collection procedures. This process will inform our subsequent efforts to seek additional funding from all appropriate sources to continue, in a cost- effective manner, what we view to be a high priority data collection effort.