Zachrisson et al 2021 ECEC Achievement

In this study, we estimate the effects of the scale-up of Norway’s universal ECEC program — expanding access to 1- and 2-year olds starting in the early 2000s—on standardized math and achievement tests in 5th grade (age 10) using a population-based survey sample (Norwegian Mother, Father, and Child Cohort Study, MoBa, n = 102,352), linked with national administrative records of child achievement test scores. These data support using fixed-effects regressions and instrumental variable regressions to make inferences about the causal impact of ECEC scale-up on middle childhood achievement. We find the scale-up of ECEC starting in the second year of life improved test scores, especially for children from families with low levels of parental education, thereby reducing the achievement gap between children ofparents with the highest and lowest education by up to 50%.

Family Income Level, Variability, and Trend as Predictors of Child Achievement and Behavior

Recent decades have seen increases in the variability of family income, tepid income growth rates for all but the richest families, and widening income inequality. These trends are concerning for child well-being, given the importance of income to parental investments and parenting practices. Growing evidence suggests that a high level of change is disruptive to family processes and that chronic stress affects physiology as well as psychology. This study used the Panel Study of Income Dynamics Child Development Supplement to estimate associations between three dimensions of childhood income dynamics—level, variability, and trend—and child achievement and behavior. After income level was controlled for, income variability during childhood was not associated with child achievement or behavior, but an increasing five-year trend in income-to-needs was modestly beneficial to behavior measures. Subgroup analysis suggests some adverse effects of income variability and trend on reading and behavior for non-White children but no clear patterns by child's age or family income or wealth levels.

HUBUNGAN PENDIDIKAN ORANG TUA DAN STATUS GIZI ANAK DENGAN PRESTASI BELAJAR ANAK DI SD 02 PURWOSARI KUDUS

ABSTRACT Background: Achievment is the result of an activity that has been done,created,which is pleasing to the heart,that has been gotten with work hard way,either as an individually or as group in certain fields of activityGoals: The goals of the reseach is to knowing the relation of parentaleducation and children nutritional status in SD 02 Purwosari KudusMethods: The type of this research is analytic correlation with retrospective approach. The population is all the student class of grade 5 and 6. This research using random sampling with 49 students as the sample. The reseach intruments using questioner and antropometri with data analysis spearman Rho test.Result: The result of this reseach indicates that there is a relation of father-mother parental education with chold study achievement obtained p value equel to 0,000<α 0,005. While for the relation of nutritional status with child study achievement in SD 02 Purwosari is obtained p value equel to 0,188< α 0,005.Conclusion: There is a relation of parental education with child achievement in SD 02 Purwosari Kudus there is a relation of children nutritional status with child study achievement in SD 02 Purwosari Kudus. Keyword: Parental education,children nutritional status,study achievement. ABSTRAK Latar Belakang : Prestasi adalah hasil dari suatu kegiatan yang telah dikerjakan, diciptakan, yang menyenangkan hati, yang diperoleh dengan jalan keuletan kerja, baik secara individual maupun secara kelompok dalam bidang kegiatan tertentuTujuan : Tujuan penelitian ini adalah untuk mengetahui hubungan antara pendidikan orang tua dan status gizianak di SD 02 Purwosari KudusMetode : Jenis penelitian ini analitik korelasi dengan pendekatan retrospective. Populasinya adalah seluruh siswa kelas 5 dan 6. Penelitian ini menggunakan simple random sampling dengan sampel berjumlah 49 siswa. Instrument penelitian menggunakan angket dan antropometri dengan analisa data menggunakan Uji Spearman Rho.Hasil : Hasil penelitian menunjukkan bahwa ada hubungan pendidikan orang tua ayah dan ibu dengan prestasi belajar anak diperoleh p Value sebesar 0,000 < α 0,05 . Sedangkan untuk status gizinya diperoleh p Value sebesar 0,188 < α 0,05 dengan prestasi belajar anak di SD 02 Purwosari Kudus Kesimpulan : Ada hubungan pendidikan orangtua anak dengan prestasi belajar anak di SD 02 Purwosari Kabupaten Kudus. Ada hubungan status gizi anak dengan prestasi belajar anak di SD 02 Purwosari Kabupaten Kudus Kata kunci : pendidikan orang tua,status gizi anak,prestasi belajar

EMOTIONAL AND SPIRITUAL INTELLIGENCE (ESQ) OF CHILDREN IN ISLAMIC EDUCATION IN THE FAMILY ENVIRONMENT

In Islam, the term family is known as usrah or ahl, which is a basic and natural institution, in which every human being must experience. Families have reproductive, religious, recreational, educational, and social functions. By carrying out the functions and roles mentioned above, it is expected that children are intellectually intelligent, emotionally and spiritually intelligent. But so far intelligence, known by the general public especially in the family environment, is only intellectual intelligence or IQ, where the level of child achievement is measured only through the Intelligence Quotient (IQ) test alone. However, there are still other intelligence potentials such as Emotional Quotient (EQ) and or Spiritual Quotient (SQ) which can develop in children. One combinative and innovative intelligence development offered by Ary Ginanjar Agustian is by combining EQ and SQ without denying IQ. It is a combination of brain ability and emotional enthusiasm with the values of justice and divine norms which make spiritual as a means of transfer of knowledge and transfer of value with the name ESQ concept. Keywords: Intelligence, Emotion and Spirituality, PAI, Family ملخص مصطلح الأسرة أو العائلة في الإسلام ترشد إلى مؤسسة طبيعية وأساسية يتمتع بها طبعا كل إنسان ، فالعائلات لها وظائف إنجابية ودينية وترفيهية وتعليمية واجتماعية وحمايوية. من خلال الاداء بالوظائف والأدوار المذكورة ،يرجى أن يولد الأطفال الذين يتمتعون بذكاء فكري وعاطفي وذكائي روحي، لكن حتى الآن المعلومات المعروفة لدى عامة الناس ، خاصة في البيئة الأسرية هي الذكاء الفكري فحسب. حيث كان مقياس مستوى عالٍ أو منخفض لإنجاز الأطفال من خلال اختبار حاصل الذكاء (IQ) فقط، بينما لا تزال هناك إمكانات استخباراتية أخرى مثل الذكاء العاطفي أو الحاصل العاطفي (EQ) أو الذكاء الروحي أو الحاصل الروحي (SQ) .احد من تطوير الذكاء التجميعي والمبتكر كما قدمه Ary Ginanjar Agustian الذي يجمع EQ مع SQ بدون إنكار الذكاء ، هو مزيج من قدرات الدماغ والحماسة العاطفية مع مقاربات قيم العدالة والمعايير الإلهية التي تجعل الروحية كوسيلة لنقل المعرفة ونقل القيمة المعروف بنظرية ESQ. مفتاح الكلمات: الذكاء ، العاطفة والروحانية ، التربية الإسلامية، الأسرة Abstrak Dalam Islam, istilah keluarga dikenal dengan nama usrah atau ahl, yaitu suatu lembaga yang asasi dan alamiah, yang pasti dialami oleh setiap manusia. keluarga mempunyai fungsi reproduktif, religius, rekreatif, edukatif, sosial dan p]rotektif. Dengan menjalankan fungsi dan perannya tersebut di atas diharapkan dapat melahirkan anak yang cerdas secara intelektual, emosional maupun cerdas secara spiritual. Tetapi selama ini kecerdasan yang dikenal oleh masyarakat umum, khususnya dalam lingkungan keluarga adalah kecerdasan intelektual atau Intelligence Quotient (IQ). Dimana suatu tingkat tinggi atau rendahnya angka prestasi anak, di ukur hanya melalui tes Intelligence Quotient (IQ) semata. Padahal masih ada potensi-potensi kecerdasan lain seperti kecerdasan emosional atau Emotional Quotient (EQ) maupun kecerdasan spiritual atau Spiritual Quotient (SQ) yang dapat dikembangkan pada anak. Salah satu pengembangan- pengembangan kecerdasan yang kombinatif dan inovatif sebagai mana ditawarkan Ary Ginanjar Agustian yang menggabungkan EQ dengan SQ tanpa menafikan IQ, merupakan penggabungan kemampuan otak dan semangat emosional dengan pendekatan nilai- nilai keadilan dan norma- norma ilahiyah yang menjadikan spiritual sebagai sarana transfer of knowledge dan transfer of value dengan nama konsep ESQ. Kata Kunci: Kecerdasan, Emosi dan Spiritual, PAI, Keluarga

The Impact of Family Income on Child Achievement: Evidence from the Earned Income Tax Credit: Comment

In a recent article in the American Economic Review, Dahl and Lochner (2012) use changes in the Earned Income Tax Credit to estimate the causal effect of family income on child achievement. Their instrumental variable (IV ) estimates imply that a $1,000 increase in income raises combined math and reading test scores by about 6 percent of a standard deviation. I document a variable coding error. Correcting this error reduces the IV estimates by 32 percent; correcting this error does not change the qualitative conclusions of the study. (JEL H24, H31, I21, I38, J13)

The Impact of Family Income on Child Achievement: Evidence from the Earned Income Tax Credit: Reply

Dahl and Lochner (2012) provides some of the first causal evidence of the effects of family income on child achievement using changes in the Earned Income Tax Credit. Unfortunately, a coding error in the creation of total family income affects the first stage estimates and inflates the instrumental variable (IV) estimates. Importantly, it does not affect the reduced-form estimates or alter statistical significance of the IV estimates. This response shows that correcting this error does not alter the core findings or main message of the paper. (JEL H24, H31, I21, I38, J13)