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

描述（由申请人提供）：在此申请中，我们建议：(1)收集第三波和最后一波数据，这些数据来自至少参加过CDS- i的CDS青年，并将在2007年年满18岁；(2)与国家教育统计中心数据和私立学校调查共同核心建立联系，以提供这些孩子的上学环境和机会的详细信息；(3)生成量表和其他汇总变量，供公众发布。(4)促进CDS研究的所有三波与近40年来这些儿童大家庭的广泛纵向PSID数据的整合。这一波将为那些在cd - i中0-5岁的儿童提供青少年时期的数据。收集第三波CDS数据，并与纵向PSID数据和前两波CDS数据相结合，将为研究人员提供一个前瞻性研究的数据库：(1)早期人类和社会资本形成的动态过程；(2)人类和社会资本以及健康状况的代际传递；(3)可能构成世代差异和代际差异的历史过程；(4)与各种适应和不适应功能指标的代际连续性和变化有关的问题。因此，拟议的数据收集将支持以下研究：时间、金钱、家庭、学校和社区层面的社会资源，以及父母的做法和照顾者、祖父母、大家庭成员和兄弟姐妹的特征，如何与儿童和青少年从出生到青春期中后期的整个发展阶段的认知和行为发展联系起来。世界上任何地方都没有可比较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.