Child poverty and child outcomes

Policy discourses around child poverty and its causes and effects on families emerged in the 1990s, culminating in the Coalition government's emphasis on the quality of couple relations in improving child outcomes and in reducing child poverty. This article reviews and updates the current evidence base around the relationship between parenting and poverty. Evidence suggests an intricate relationship between complex and mediating processes of, for instance, income, parental stress, disrupted parenting practices and neighbourhoods and environments, as opposed to a simplistic causal relationship between poverty, parenting and child outcomes. The article then proceeds to suggest responses to enhance the evidence and research. Lastly, it considers the implications for child poverty policy, arguing that current responses are too simplistic and do not sufficiently reflect the evidence base.

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Worsening Child Outcomes? Caregiver Imprisonment and Its Impact on Child Poverty, Health, Well-being and Education in Uganda

European Journal on Criminal Policy and Research ◽

10.1007/s10610-020-09440-9 ◽

2020 ◽

Author(s):

Michelle Butler ◽

Cyprian Misinde

Keyword(s):

Child Outcomes ◽

Child Poverty ◽

Well Being

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Safety Net Policies, Child Poverty, and Development Across the Lifespan

Annual Review of Developmental Psychology ◽

10.1146/annurev-devpsych-121318-084855 ◽

2019 ◽

Vol 1 (1) ◽

pp. 337-357

Author(s):

Benard P. Dreyer

Keyword(s):

United States ◽

Child Outcomes ◽

Child Poverty ◽

Safety Net ◽

The United States ◽

Income Poverty ◽

Unfinished Business ◽

Poverty Measure ◽

High Resource ◽

The 1960S

The United States has developed an effective safety net of programs starting during the Great Depression, picking up steam in the War on Poverty of the 1960s, and continuing to this day. These efforts have been impactful. Child poverty rates tracked by the supplemental poverty measure have dropped by nearly 50% since the 1960s. Causal studies show that many of these programs improve child outcomes by alleviating income poverty. Some of the evidence shows that such impacts last into adulthood. Nevertheless, addressing child poverty is unfinished business for the United States. Children are still the poorest age group in our society. More robust versions of present safety net programs, as well as the possible introduction of child benefits/child allowances, which many other high-resource countries already provide to families, will need to be considered if we are going to make further progress in substantially reducing child poverty.

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Applying Generalizability Theory to Optimize Analysis of Spontaneous Teacher Talk in Elementary Classrooms

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-19-00118 ◽

2020 ◽

Vol 63 (6) ◽

pp. 1947-1957

Author(s):

Alexandra Hollo ◽

Johanna L. Staubitz ◽

Jason C. Chow

Keyword(s):

Special Education Teachers ◽

Generalizability Theory ◽

Child Outcomes ◽

Elementary Classrooms ◽

Teacher Talk ◽

Group Instruction ◽

Data Set ◽

School Year ◽

Minimum Number ◽

Representative Samples

Purpose Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion g coefficient ( g > .70). Results The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably.

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