Transitions from Preschool through High School: Family, Schools & Neighborhoods

描述（由申请人提供）：在这项申请中，我们建议：（1）从至少参加了CDS-I的CDS青年中收集第三波也是最后一波数据，这些青年将在2007年年满18岁，（二）与国家教育统计中心共同核心数据和私立学校调查建立联系，以提供有关这些儿童上学环境的详细信息，机会，（3）生成量表和其他汇总变量供公众发布，以及（4）促进CDS研究的所有三波与近40年来关于这些儿童大家庭的广泛纵向PSID数据的整合。这一波将提供CDS-I中0-5岁儿童的青春期数据。第三波CDS数据的收集，以及与纵向PSID数据和CDS的前两波的整合将为研究人员提供一个数据库，用于前瞻性研究：（1）早期人力和社会资本形成的动态过程，（2）人力和社会资本的代际传递以及健康状况，（3）可能构成世代和代间差异的历史过程;（4）在适应性和适应不良功能的各种指标中，与世代之间的连续性和变化有关的问题。因此，拟议的数据收集将支持研究家庭、学校和社区层面的时间、金钱和社会资源，以及育儿实践和照顾者、祖父母、大家庭成员和兄弟姐妹特征与儿童和青少年从出生到青春期中后期的整个发展过程中的认知和行为发展之间的联系。世界上任何地方都没有可比的数据集或数据收集机会。

DESCRIPTION (provided by applicant): In this application, we propose to: (1) collect the third and final wave of data from the CDS youth who participated in at least CDS-I and will be up to 18 years of age in 2007, (2) create linkages with the National Center for Education Statistics Common Core of Data and Private School Survey to provide details on these children's schooling environments and opportunities, (3) generate scales and other summary variables for public release, and (4) facilitate the integration of all three waves of the CDS study with the nearly 40 years of extensive longitudinal PSID data on these children's extended families. This wave will provide data on the adolescent years for those children who were 0-5 years in CDS-I. The collection of a third wave of CDS data, and integration with the longitudinal PSID data and the two prior waves of the CDS will provide researchers with a database with which to study prospectively: (1) the dynamic process of early human and social capital formation, (2) the intergenerational transmission of human and social capital as well as health status, (3) the historical processes that may underlie both cohort and generational differences, and (4) issues related to both continuity and change across generations in a wide variety of indicators of adaptive and maladaptive functioning. Thus, the proposed data collection will support studies of the ways in which time, money, and social resources at the family, school, and neighborhood levels, as well as parenting practices and caregivers, grandparents, extended family members, and sibling characteristics are linked to the cognitive and behavioral development of children and adolescents over the full range of development from birth through mid-to-late adolescence. There are no comparable data sets or data collection opportunities available anywhere in the world.