Elizabeth Votruba-Drzal
Dados Biográficos
| ID | 3819952 |
|---|---|
| NOME | Elizabeth Votruba-Drzal |
| PRENOMES | Elizabeth |
| SOBRENOME | Votruba-Drzal |
| ASSINATURA | VOTRUBA-DRZAL E |
| AFILIAÇÕES | University of Pittsburgh |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAÇÕES | 174 |
| TOTAL COMO AUTOR | 24 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2003 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 8 |
Examining profiles of U.S. children’s screen time and associations with academic skills
Children's screen time (ST) increased in recent years, but investigations of the content and context (e.g., parental presence, and device type) of ST in predicting early academic skills remains understudied. In this study of 127 four- and five-year-olds, we examined whether the educational content and contextual information about children's ST from time diary interviews at age 4 predicted direct assessments of academic skills at age five. Cluster…
District-Level School Choice and Racial/Ethnic Test Score Gaps
The rapid expansion of school choice is restructuring public education in the United States. This study examines associations between charter and magnet school enrollment, White-Black and White-Hispanic segregation, and test score gaps at the district level from 2009 to 2015 in third to eighth grade using the Stanford Education Data Archive and the U.S. Department of Education's Common Core of Data. Robust findings indicate that higher charter sc…
Longitudinal Links between Income Dynamics and Young Adult Socioeconomic and Behavioral Health Outcomes
Longitudinal links between childhood family income and adult outcomes are well documented. However, research on childhood income volatility and young adult outcomes is limited. This study utilizes data from the NLSY ( N = 6,410) to examine how childhood family income and income volatility relate to socioeconomic outcomes and mental/behavioral health in emerging adulthood. Results show that lower childhood income was associated with young adult so…
Moving Beyond Correlations in Assessing the Consequences of Poverty
In the United States, does growing up in a poor household cause negative developmental outcomes for children? Hundreds of studies have documented statistical associations between family income in childhood and a host of outcomes in childhood, adolescence, and adulthood. Many of these studies have used correlational evidence to draw policy conclusions regarding the benefits of added family income for children, in particular children in families wi…
Predictors of public early care and education use among children of low-income immigrants
Parent- and teacher-child relationships and engagement at school entry
Early school engagement patterns set the stage for short- and long-term academic behaviors and progress, and low engagement at school entry can give rise to dysfunctional school behavior and underachievement in later years. Relationships with parents and teachers provide a foundation upon which children develop the skills and behaviors that are critical for engagement in early elementary school. However, the cross-contextual and transactional pro…
Family expenditures supporting children across income and urbanicity strata
Opportunities for Learning Math in Elementary School
The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher calculation and conceptual math skills. Children’s conceptual math skills were also positively associated with …
Boosting Family Income to Promote Child Development
Families who live in poverty face disadvantages that can hinder their children’s development in many ways, write Greg Duncan, Katherine Magnuson, and Elizabeth Votruba-Drzal. As they struggle to get by economically, and as they cope with substandard housing, unsafe neighborhoods, and inadequate schools, poor families experience more stress in their daily lives than more affluent families do, with a host of psychological and developmental conseque…
Predictors of early care and education type among preschool-aged children in immigrant families
Timing, extent, and type of child care and children’s behavioral functioning in kindergarten
Prior research has unearthed a link between early education and care (EEC) experiences and worse behavioral functioning for children, yet the research has not clearly delineated whether this link is due to early entry into care (timing), extensive hours of care (extent), or use of center-based care (type). Using a nationally representative sample of children followed from infancy through kindergarten (N ≈ 6,000), we assessed links between EEC tim…
Family income and early achievement across the urban–rural continuum
Rural and suburban children account for the majority of poor children in the United States. Yet, most research examining poverty's associations with child development is focused on urban samples. Using nationally representative data from the Early Childhood Longitudinal Study, Birth Cohort (N ≈ 6,600), this study examines whether the form and magnitude of income's relationship with early achievement differ across the urban-rural continuum. Result…
Low-income families' selection of child care for their young children
Teacher–Child Relationships and the Development of Academic and Behavioral Skills During Elementary School
Despite recent growth in research highlighting the potential of teacher–child relationships to promote children’s development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and within-child associations between teacher–child relationship quality and children’s academic achievement …
Do Children's Behavior Problems Limit Poor Women's Labor Market Success
Economically disadvantaged mothers face numerous barriers to stable, quality employment opportunities. One barrier that has received limited attention in previous research is having a child with significant psychological or behavioral problems. Using a representative sample of low-income mothers and early adolescent children from the Three-City Study (N = 717), we assessed whether adolescents' behavior problems prospectively predicted mothers' em…
Parent Involvement and Children’s Academic and Social Development in Elementary School
Data from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (N = 1,364) were used to investigate children’s trajectories of academic and social development across 1st, 3rd, and 5th grades. Hierarchical linear modeling was used to examine within- and between-child associations among maternal and teacher reports of parent involvement and children’s standardized achievement scores, so…
Children's early approaches to learning and academic trajectories through fifth grade
Children's early approaches to learning (ATL) enhance their adaptation to the demands they experience with the start of formal schooling. The current study uses individual growth modeling to investigate whether children's early ATL, which includes persistence, emotion regulation, and attentiveness, explain individual differences in their academic trajectories during elementary school. Using data from the Early Childhood Longitudinal Study - Kinde…
Community Socioeconomic Status is Associated With Circulating Interleukin-6 and C-Reactive Protein
OBJECTIVE: To examine the association of both individual and community socioeconomic status (SES) with inflammatory mediators relevant to cardiovascular pathophysiology, i.e., interleukin (IL)-6 and C-reactive protein (CRP), in a midlife community sample. Growing evidence suggests that socioeconomic attributes of both individuals and communities confer risk for cardiovascular morbidity and mortality. METHODS: Subjects were 851 men and women, 30 t…
Maternal welfare and employment experiences and adolescent well-being
Maternal functioning, time, and money
Are certain preschoolers at risk in the era of welfare reform? The moderating role of children's temperament
Economic disparities in middle childhood development
A large literature has documented the influence of family economic resources on child development, yet income's effects in middle childhood have been understudied. Using data from the National Longitudinal Survey of Youth (N = 3,551), the author examined the influence of family income in early and middle childhood on academic skills and behavior problems during middle childhood. Early childhood income had enduring effects on children's behavior p…
Child Care and Low-Income Children's Development
A large literature has documented the influence of child care on young children's development, but few studies have examined low-income children in community care arrangements. Using data from Welfare, Children, and Families: A Three-City Study (N=204), this study examined the influence of child care quality and the extent of care on low-income children's (ages 2–4 years) cognitive and socioemotional development over time. Higher levels of child …
Mothers' Transitions from Welfare to Work and the Well-Being of Preschoolers and Adolescents
Results from a longitudinal study of 2402 low-income families during the recent unprecedented era of welfare reform suggest that mothers' transitions off welfare and into employment are not associated with negative outcomes for preschoolers (ages 2 to 4 years) or young adolescents (ages 10 to 14 years). Indeed, no significant associations with mothers' welfare and employment transitions were found for preschoolers, and the dominant pattern was al…
Children's early approaches to learning and academic trajectories through fifth grade
Children's early approaches to learning (ATL) enhance their adaptation to the demands they experience with the start of formal schooling. The current study uses individual growth modeling to investigate whether children's early ATL, which includes persistence, emotion regulation, and attentiveness, explain individual differences in their academic trajectories during elementary school. Using data from the Early Childhood Longitudinal Study - Kinde…
Economic disparities in middle childhood development
A large literature has documented the influence of family economic resources on child development, yet income's effects in middle childhood have been understudied. Using data from the National Longitudinal Survey of Youth (N = 3,551), the author examined the influence of family income in early and middle childhood on academic skills and behavior problems during middle childhood. Early childhood income had enduring effects on children's behavior p…
Timing, extent, and type of child care and children’s behavioral functioning in kindergarten
Prior research has unearthed a link between early education and care (EEC) experiences and worse behavioral functioning for children, yet the research has not clearly delineated whether this link is due to early entry into care (timing), extensive hours of care (extent), or use of center-based care (type). Using a nationally representative sample of children followed from infancy through kindergarten (N ≈ 6,000), we assessed links between EEC tim…
Parent- and teacher-child relationships and engagement at school entry
Early school engagement patterns set the stage for short- and long-term academic behaviors and progress, and low engagement at school entry can give rise to dysfunctional school behavior and underachievement in later years. Relationships with parents and teachers provide a foundation upon which children develop the skills and behaviors that are critical for engagement in early elementary school. However, the cross-contextual and transactional pro…
Low-income families' selection of child care for their young children
Family income and early achievement across the urban–rural continuum
Rural and suburban children account for the majority of poor children in the United States. Yet, most research examining poverty's associations with child development is focused on urban samples. Using nationally representative data from the Early Childhood Longitudinal Study, Birth Cohort (N ≈ 6,600), this study examines whether the form and magnitude of income's relationship with early achievement differ across the urban-rural continuum. Result…
Predictors of public early care and education use among children of low-income immigrants
Predictors of early care and education type among preschool-aged children in immigrant families
Maternal functioning, time, and money
Do Children's Behavior Problems Limit Poor Women's Labor Market Success
Economically disadvantaged mothers face numerous barriers to stable, quality employment opportunities. One barrier that has received limited attention in previous research is having a child with significant psychological or behavioral problems. Using a representative sample of low-income mothers and early adolescent children from the Three-City Study (N = 717), we assessed whether adolescents' behavior problems prospectively predicted mothers' em…
Maternal welfare and employment experiences and adolescent well-being
Family expenditures supporting children across income and urbanicity strata
Opportunities for Learning Math in Elementary School
The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher calculation and conceptual math skills. Children’s conceptual math skills were also positively associated with …
District-Level School Choice and Racial/Ethnic Test Score Gaps
The rapid expansion of school choice is restructuring public education in the United States. This study examines associations between charter and magnet school enrollment, White-Black and White-Hispanic segregation, and test score gaps at the district level from 2009 to 2015 in third to eighth grade using the Stanford Education Data Archive and the U.S. Department of Education's Common Core of Data. Robust findings indicate that higher charter sc…
Longitudinal Links between Income Dynamics and Young Adult Socioeconomic and Behavioral Health Outcomes
Longitudinal links between childhood family income and adult outcomes are well documented. However, research on childhood income volatility and young adult outcomes is limited. This study utilizes data from the NLSY ( N = 6,410) to examine how childhood family income and income volatility relate to socioeconomic outcomes and mental/behavioral health in emerging adulthood. Results show that lower childhood income was associated with young adult so…
Mothers' Transitions from Welfare to Work and the Well-Being of Preschoolers and Adolescents
Results from a longitudinal study of 2402 low-income families during the recent unprecedented era of welfare reform suggest that mothers' transitions off welfare and into employment are not associated with negative outcomes for preschoolers (ages 2 to 4 years) or young adolescents (ages 10 to 14 years). Indeed, no significant associations with mothers' welfare and employment transitions were found for preschoolers, and the dominant pattern was al…
Child Care and Low-Income Children's Development
A large literature has documented the influence of child care on young children's development, but few studies have examined low-income children in community care arrangements. Using data from Welfare, Children, and Families: A Three-City Study (N=204), this study examined the influence of child care quality and the extent of care on low-income children's (ages 2–4 years) cognitive and socioemotional development over time. Higher levels of child …
Are certain preschoolers at risk in the era of welfare reform? The moderating role of children's temperament
Economic disparities in middle childhood development
A large literature has documented the influence of family economic resources on child development, yet income's effects in middle childhood have been understudied. Using data from the National Longitudinal Survey of Youth (N = 3,551), the author examined the influence of family income in early and middle childhood on academic skills and behavior problems during middle childhood. Early childhood income had enduring effects on children's behavior p…
Maternal welfare and employment experiences and adolescent well-being
Maternal functioning, time, and money
Community Socioeconomic Status is Associated With Circulating Interleukin-6 and C-Reactive Protein
OBJECTIVE: To examine the association of both individual and community socioeconomic status (SES) with inflammatory mediators relevant to cardiovascular pathophysiology, i.e., interleukin (IL)-6 and C-reactive protein (CRP), in a midlife community sample. Growing evidence suggests that socioeconomic attributes of both individuals and communities confer risk for cardiovascular morbidity and mortality. METHODS: Subjects were 851 men and women, 30 t…
Parent Involvement and Children’s Academic and Social Development in Elementary School
Data from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (N = 1,364) were used to investigate children’s trajectories of academic and social development across 1st, 3rd, and 5th grades. Hierarchical linear modeling was used to examine within- and between-child associations among maternal and teacher reports of parent involvement and children’s standardized achievement scores, so…
Children's early approaches to learning and academic trajectories through fifth grade
Children's early approaches to learning (ATL) enhance their adaptation to the demands they experience with the start of formal schooling. The current study uses individual growth modeling to investigate whether children's early ATL, which includes persistence, emotion regulation, and attentiveness, explain individual differences in their academic trajectories during elementary school. Using data from the Early Childhood Longitudinal Study - Kinde…
Teacher–Child Relationships and the Development of Academic and Behavioral Skills During Elementary School
Despite recent growth in research highlighting the potential of teacher–child relationships to promote children’s development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and within-child associations between teacher–child relationship quality and children’s academic achievement …
Do Children's Behavior Problems Limit Poor Women's Labor Market Success
Economically disadvantaged mothers face numerous barriers to stable, quality employment opportunities. One barrier that has received limited attention in previous research is having a child with significant psychological or behavioral problems. Using a representative sample of low-income mothers and early adolescent children from the Three-City Study (N = 717), we assessed whether adolescents' behavior problems prospectively predicted mothers' em…
Low-income families' selection of child care for their young children
Predictors of early care and education type among preschool-aged children in immigrant families
Timing, extent, and type of child care and children’s behavioral functioning in kindergarten
Prior research has unearthed a link between early education and care (EEC) experiences and worse behavioral functioning for children, yet the research has not clearly delineated whether this link is due to early entry into care (timing), extensive hours of care (extent), or use of center-based care (type). Using a nationally representative sample of children followed from infancy through kindergarten (N ≈ 6,000), we assessed links between EEC tim…
Family income and early achievement across the urban–rural continuum
Rural and suburban children account for the majority of poor children in the United States. Yet, most research examining poverty's associations with child development is focused on urban samples. Using nationally representative data from the Early Childhood Longitudinal Study, Birth Cohort (N ≈ 6,600), this study examines whether the form and magnitude of income's relationship with early achievement differ across the urban-rural continuum. Result…
Boosting Family Income to Promote Child Development
Families who live in poverty face disadvantages that can hinder their children’s development in many ways, write Greg Duncan, Katherine Magnuson, and Elizabeth Votruba-Drzal. As they struggle to get by economically, and as they cope with substandard housing, unsafe neighborhoods, and inadequate schools, poor families experience more stress in their daily lives than more affluent families do, with a host of psychological and developmental conseque…
Opportunities for Learning Math in Elementary School
The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher calculation and conceptual math skills. Children’s conceptual math skills were also positively associated with …
Family expenditures supporting children across income and urbanicity strata
Moving Beyond Correlations in Assessing the Consequences of Poverty
In the United States, does growing up in a poor household cause negative developmental outcomes for children? Hundreds of studies have documented statistical associations between family income in childhood and a host of outcomes in childhood, adolescence, and adulthood. Many of these studies have used correlational evidence to draw policy conclusions regarding the benefits of added family income for children, in particular children in families wi…
Predictors of public early care and education use among children of low-income immigrants
Parent- and teacher-child relationships and engagement at school entry
Early school engagement patterns set the stage for short- and long-term academic behaviors and progress, and low engagement at school entry can give rise to dysfunctional school behavior and underachievement in later years. Relationships with parents and teachers provide a foundation upon which children develop the skills and behaviors that are critical for engagement in early elementary school. However, the cross-contextual and transactional pro…
District-Level School Choice and Racial/Ethnic Test Score Gaps
The rapid expansion of school choice is restructuring public education in the United States. This study examines associations between charter and magnet school enrollment, White-Black and White-Hispanic segregation, and test score gaps at the district level from 2009 to 2015 in third to eighth grade using the Stanford Education Data Archive and the U.S. Department of Education's Common Core of Data. Robust findings indicate that higher charter sc…
Longitudinal Links between Income Dynamics and Young Adult Socioeconomic and Behavioral Health Outcomes
Longitudinal links between childhood family income and adult outcomes are well documented. However, research on childhood income volatility and young adult outcomes is limited. This study utilizes data from the NLSY ( N = 6,410) to examine how childhood family income and income volatility relate to socioeconomic outcomes and mental/behavioral health in emerging adulthood. Results show that lower childhood income was associated with young adult so…
Examining profiles of U.S. children’s screen time and associations with academic skills
Children's screen time (ST) increased in recent years, but investigations of the content and context (e.g., parental presence, and device type) of ST in predicting early academic skills remains understudied. In this study of 127 four- and five-year-olds, we examined whether the educational content and contextual information about children's ST from time diary interviews at age 4 predicted direct assessments of academic skills at age five. Cluster…
Psychology (22 obras) · Developmental psychology (20 obras) · Early Childhood Education and Development (15 obras) · Demographic economics (12 obras) · Economics (12 obras) · Medicine (9 obras) · Economic growth (8 obras) · Academic achievement (7 obras) · Child development (7 obras) · Parental Involvement in Education (7 obras)