Concentrated poverty in preschools and children's cognitive skills: The mediational role of peers and teachers.

Economic inequality and ensuing economic stratification in educational and community contexts are growing in the United States. Given these patterns, it is essential to understand the implications of economic stratification in early education settings. This paper delineates repercussions of the concentration of poor children in preschool programs using lagged structural equation models estimated in two longitudinal studies following 3396 4-year-old children in 486 primarily publicly-funded preschool classrooms through kindergarten entrance. Concentrated poverty in preschool classrooms was associated with lower language and reading skills in kindergarten in part through children's exposure to less cognitively-skilled peers, with teacher instructional quality not serving as a reliable mediator. These associations did not emerge in relation to children's math skills. Results expand conceptual models of peer effects and inform preschool policies which seek to increase quality and equity and enhance children's learning.

US state cigarette tax increases and smoke-free legislation in relation to cigarette expenditure across household socio-economic circumstances: a quasi-experimental study.

BACKGROUND AND AIMS: While research has focused on outcomes of tobacco control policies, less is known about the mechanisms by which policies may affect tobacco use. We estimated the associations of changes in cigarette taxes and smoke-free legislation with (1) any household cigarette expenditure and (2) the level of household expenditure on cigarettes, as well as (3) tested interactions with socio-economic circumstances. DESIGN: Difference-in-differences regression models to estimate the associations between changes in US state cigarette taxes and smoke-free legislation with changes in household expenditure on cigarettes. SETTING: Forty US states and District of Columbia. PARTICIPANTS: From annual, cross-sectional surveys (with a longitudinal component) between 2000 and 2014, 128 138 households interviewed quarterly in the Consumer Expenditure Survey. MEASUREMENTS: Dependent measures included any household cigarette expenditure, expenditure in real dollars and budget share of cigarette expenditure. Policy measures included state cigarette taxes and 100% smoke-free legislation. Covariates included respondent age, race/ethnicity, sex; household education; poverty level; family structure; and number of children and adults. FINDINGS: Every $1.00 cigarette tax increase was associated with a 1.5 percentage point (-0.028, -0.002) reduction in any cigarette expenditure and an increase of 0.1% (0.1%, 0.1%) budget share and $10.11 ($8.38, $11.84) absolute expenditure. The association with absolute expenditure was stronger among smoking households above poverty level ($10.73; $8.94, $12.51) than below ($4.72; $2.37, $7.07). The enactment of smoke-free legislation was associated with $2.33 (-$4.56, -$0.10) less expenditure, but not with any expenditure (0.1%; -1.6%, 1.8%) or budget share (-0.1%; -0.1%, 0.1%). The association with absolute expenditure was stronger among households above poverty level (-$2.62; -$4.95, -$0.29) than below (-$0.34; -$4.27, $3.58) CONCLUSION: Cigarette tax increases in the United States between 2000 and 2014 may have reduced smoking prevalence due to an absolute and relative increase in household tobacco expenditure while smoke-free policies appear to have led to a reduction in expenditure. Although tax increases had a stronger impact on absolute expenditure among households above the poverty level, impact on relative expenditure was similar, and consequences for socio-economic inequalities in smoking will vary based on the broader financial situation of households.

Cumulative, Timing-Specific, and Interactive Models of Residential Mobility and Children's Cognitive and Psychosocial Skills.

Residential mobility has received notable attention in the literature, yet there remains limited consensus on how and when mobility is associated with detriments to children's development. Drawing on a nationally representative sample of 19,162 children in the Early Childhood Longitudinal Study followed from kindergarten through eighth grade, this study compared cumulative, timing-specific, and interactive models of mobility. Results found that mobility during middle childhood and early adolescence was negatively associated with children's cognitive skills, with short-term effects that dissipated over time. In contrast, associations with psychosocial functioning emerged in relation to early and middle childhood mobility. Effects of residential mobility were robust to more conservative modeling techniques and adjustments for school mobility.

Early physical health conditions and school readiness skills in a prospective birth cohort of U.S. children.

RATIONALE: Extant research identifies associations between early physical health disparities and impaired functioning in adulthood, but limited research examines the emergence of these associations in the early years of children's lives. OBJECTIVE: This study draws on data from the Early Childhood Longitudinal Study Birth Cohort (ECLS-B; N = 5900) to assess whether a host of early health indicators measured from birth to age five are associated with children's cognitive and behavioral skills at age five. RESULTS: After adjusting for child and family characteristics, results revealed that children's neonatal risks (prematurity or low birth weight) and reports of poor health and hospitalizations were associated with lower cognitive skills, and neonatal risks and poor health predicted lower behavioral functioning at age five. Some of the association between neonatal risks and school readiness skills were indirect, functioning through children's poor health and hospitalization. Analyses further found that associations between early physical health and children's school readiness skills were consistent across subgroups defined by family income and child race/ethnicity, suggesting generalizability of results. CONCLUSIONS: Findings emphasize the need for more interdisciplinary research, practice, and policy related to optimizing child well-being across domains of physical health and development in the early years of life.

Early Exposure to Environmental Chaos and Children's Physical and Mental Health.

Environmental chaos has been proposed as a central influence impeding children's health and development, with the potential for particularly pernicious effects during the earliest years when children are most susceptible to environmental insults. This study evaluated a high-risk sample, following 495 low-income children living in poor urban neighborhoods from infancy to age 6. Longitudinal multilevel models tested the main tenets of the ecobiodevelopmental theory, finding that: (1) numerous distinct domains of environmental chaos were associated with children's physical and mental health outcomes, including housing disorder, neighborhood disorder, and relationship instability, with no significant results for residential instability; (2) different patterns emerged in relation to the timing of exposure to chaos, with more proximal exposure most strongly associated with children's functioning; and (3) the intensity of chaos also was a robust predictor of child functioning. Contrary to expectations, neither biological vulnerability (proxied through low birth weight status), maternal sensitivity, nor maternal distress moderated the role of chaos. Rather, maternal psychological distress functioned as a pathway through which environmental chaos was associated with children's functioning.

Parental endorsement of spanking and children's internalizing and externalizing problems in African American and Hispanic families.

This study assessed prospective, bidirectional associations between maternal endorsement of spanking and children's internalizing and externalizing behavior problems in low-income urban African American and Hispanic (N = 592) families drawn from the Three City Study. Children in sample families were followed from early childhood through middle childhood with 3 sets of interviews and assessments at ages 3, 4, and 9 years. Cross-lagged path analyses tested longitudinal bidirectional associations between parental endorsement of spanking and children's internalizing and externalizing problems, with multigroup comparisons employed to test group differences between race/ethnic groups. African American and Hispanic mothers showed similar endorsements of spanking. Results suggest that associations between spanking endorsement and child functioning were due primarily to parenting effects, with spanking predicting changes in children's behaviors, rather than child evocative effects, with limited evidence of child behaviors predicting changes in parental spanking. Maternal spanking endorsement predicted short-term decreases in children's internalizing problems in early childhood, but over the longer term spanking was associated with increased internalizing and externalizing problems for both African American and Hispanic children in middle childhood among economically disadvantaged families.

Relations between housing characteristics and the well-being of low-income children and adolescents.

Extant research has highlighted the importance of multiple characteristics of housing but has not comprehensively assessed a broad range of housing characteristics and their relative contributions to children's well-being. Using a representative, longitudinal sample of low-income children and adolescents from low-income urban neighborhoods (N = 2,437, ages 2-21 years) from the Three-City Study, this study assessed housing quality, stability, type (i.e., ownership status and subsidy status), and cost simultaneously to delineate their unique associations with children's development. Hierarchical linear models found that poor housing quality was most consistently associated with children's and adolescents' development, including worse emotional and behavioral functioning and lower cognitive skills. These associations operated in part through mothers' psychological functioning. Residential instability showed mixed links with functioning, whereas housing cost and type were not consistently predictive. Results suggest that housing contexts are associated with functioning across the developmental span from early childhood through late adolescence, with some differences in patterns by child age.

Assessing psychological symptoms in recent immigrant adolescents.

Immigrant youth are often exposed to numerous psychosocial stressors, placing them at risk for psychological distress. Little research assesses psychopathology in this population during early stages of acculturation. This study compared student and teacher reports of psychological symptoms in a diverse sample of recently immigrated youth. Students (N = 174) attended public high schools in a northeastern city. Students and teachers independently completed the Achenbach System of Empirically Based Assessment, and four DSM-derived subscales were explored. Psychological symptoms among immigrant students were higher than normative rates. Across all subscales, teacher ratings of student symptoms were significantly lower than student self-reported symptoms, and this difference was larger than that found in a normative sample. Results suggest that many immigrant youth experience psychological problems but may not be perceived as being in distress. Therefore, the most effective assessment approach may be active screening, rather than relying on self initiated help-seeking or teacher observation alone.