Tuesday, December 2nd, 2014
Can birth weight affect your child’s future academic performance? A new large-scale study conducted by researchers at Northwestern University says yes.
According to a news release:
The research suggests that babies who weigh more at birth have higher test scores from third through eighth grade. The relationship is apparent even among twins; heavier-born twins have higher average test scores in third through eighth grade than their lighter-born twin.
Even the advantage of attending a higher quality school was not enough to compensate for the disadvantage of a lower birth rate, according to the study. The low birth-rate advantage held up across the board for all children — regardless of race, socioeconomic status, enrichment experiences provided by parents, maternal education and a host of other factors.
Researchers merged birth data and school records of all children born in Florida between 1992 and 2002 — that’s more than 1.3 million kids — to reach these conclusions. However, in an article in The New York Times, study co-author David N. Figlio said this is most likely the first of many more studies that will be conducted on this subject, mentioning that weight may just be “a proxy for other aspects of fetal health that more time in the womb would not improve.”
It’s also important to note that babies born at a higher birth weight can also often be, depending on their weight, at an increased risk for a number of other health complications. And birth weight is definitely not the end all, be all for your child’s success in school—take a look at these 15 ways you can boost your child’s success in school.
Photo of little girl courtesy of Shutterstock.
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Thursday, June 26th, 2014
A Harvard University survey of school-aged kids has found that 80 percent of children believe that their parents care more about happiness and academic and athletic achievement than moral attributes like kindness. The survey collected opinions from 10,000 children from 33 school districts nationwide, and though researchers were not surprised that kids reported parental concern about their happiness, they were taken aback by how strongly children perceive their parents’ attention to be focused on achievement as a priority. More from Today.com:
Students said that achievement was the most important value and thought their peers would agree. More importantly, students reported that their parents appreciated achievement much more than happiness or kindness. They were three times as likely to agree with the statement “My parents are prouder if I get good grades in my classes than if I’m a caring community member.”
This means kids think much less about being nice than they do about getting an A on a test, winning a swim meet, or being best camper. Yet, all this focus on accomplishment doesn’t lead to content kids.
“The achievement pressure can have a bunch of negative results,” says Weissbourd, who is co-director of the Making Caring Common project. “I’m concerned that it makes kids less happy.”
Weissbourd says living up to this standard causes stress and depression and can lead to bad behaviors, such as cheating. Studies have found that 50 percent of students admit to cheating and 75 percent say they have copied someone else’s homework, possibly in an attempt to live up to expectations.
But, teaching children about caring can enrich their lives.
“I think that the irony is that when kids are caring and really able to tune in and take responsibility for other people, they are going to have better relationships,” he says. “And those relationships are probably the most important aspect of happiness.
Image: Straight A’s report card, via Shutterstock
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Monday, June 16th, 2014
Kids who are popular and “cool” in middle school do not necessarily achieve as much success by age 23 as their less popular peers, according to a new study published in the journal Child Development. More from CNN on what researchers call the “revenge of the nerds” effect:
Remember the kids who tried so hard to be cool — the ones who had boyfriends or girlfriends before everyone else, started partying earlier than most other kids their age and made a point of moving with the physically attractive crowd? Well, coolness at 13 does not translate into success by age 23, according to the study by researchers at the University of Virginia published in the journal Child Development.
Those cool kids were more likely to have bigger troubles later in life, according to research released Thursday, which was conducted over a 10-year span. As young adults, they were using 40% more drugs and alcohol than the “not so cool” kids and were 22% more likely to be running into troubles with the law.
When their social competence as adults was quantified (which included how well they got along with friends, acquaintances and romantic partners), the teens considered cool in middle school received ratings that were 24% lower than their less cool peers.
“Long term, we call it the high school reunion effect,” said Joseph Allen, professor of psychology at the University of Virginia, who led the study.
“You see the person who was cool … did exciting things that were intimidating and seemed glamorous at the time and then five or 10 years later, they are working in a menial job and have poor relationships and such, and the other kid who was quiet and had good friends but didn’t really attract much attention and was a little intimidated is doing great.”
“It’s … revenge of the quiet, good kids,” he added.
Image: Cool kids, via Shutterstock
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Wednesday, May 7th, 2014
A large study of the parenting styles of Asian Americans has found that the “tiger mom” phenomenon, in which mothers infamously hold their children to high standards and enforce rigorous discipline, is real, and has a whole host of explanations. Time.com has more:
The dangerous thing about stereotypes is that they’re often built on a kernel, however small, of truth. And the ones about Asian-Americans aren’t any different – so the latest research appearing in the journal PNAS attempts to get to bottom of the stereotype of Asian-American academic prowess. Are tiger moms — so-called for their hyper-disciplining parenting and their laser-like focus on achievement and performance — to thank? Deeper financial pockets that can fund tutors and summer school? Or are Asian Americans just smarter than white kids?
So I was intrigued by how Amy Hsin and Yu Xie attempted to explain the academic advantage of Asian-Americans over whites. Hsin, from Queens College at the City University of New York, and Xie, from the University of Michigan, quickly found that higher socio-economic status and greater intellect didn’t contribute as much as some researchers have thought to the grade gap. Even recent immigrants who didn’t have much in the way of financial or social support still tended to do better in school than non-Asian students born and raised in the U.S. And from kindergarten throughout high school, Asian-American students score about the same as whites on standardized tests.
That leaves the work ethic, which Hsin and Xie found accounted for almost all of the grade gap between Asian-American and white students. And that was driven by two factors, both of which have more to do with social and cultural factors than racial ones. Among the more than 5200 Asian-American and white students from two large datasets that followed them from kindergarten into high school, Asian-American students were able to take advantage of social support systems that helped to translate their effort into success. In their communities, families are surrounded by ways to enhance education – from word-of-mouth advice about the best school districts to resources like books, videos and websites, to cram schools for after-school classes. “The Tiger Mom argument neglects these social resources and forces that sustain and reinforce the work ethic,” says Hsin.
In other words, it takes a village. It also takes a culture that may have less to do with race specifically, and more to do with broader social factors such as immigration.“ Asian-American youth are more likely to attribute intellect and academic success to effort rather than innate ability,” she says. That’s a natural outgrowth of the belief that success – in school, in work, and in life — is a meritocratic commodity; the more you put in, the more you get out. When quizzed about whether they thought math skills were innate or learned, most of the white students believed it was a skill you were born with while the Asian-Americans were more likely to think it was learned, and acquired with effort.
What is your parenting style? Take our quiz to find out!
Image: Asian mom and daughter, via Shutterstock
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Thursday, August 1st, 2013
Children who grow up alongside an ill or disabled sibling may be at higher risk of emotional complications like relationship issues, behavioral problems, and academic difficulty, according to a new survey of parents conducted by researchers at the University of Arkansas for Medical Sciences. More from Reuters.com:
The study could not explain why the siblings of disabled kids were more likely to have problems functioning socially or emotionally than kids without a special needs brother or sister. But Anthony Goudie, the report’s lead author, said he’s convinced it has to do with the family situation.
“That’s driven by the disproportionate or increased financial strain and stress within these households, the psychological stress…and the emotional stress on caregivers and parents, and the amount of time they have to spend devoting to the child with a disability,” said Goudie, who is an assistant professor at the University of Arkansas for Medical Sciences and Arkansas Children’s Hospital in Little Rock.
Goudie said the findings are important because the functional problems for which the non-disabled siblings appear to be at increased risk have been tied to higher odds of mental illnesses, such as depression and anxiety disorders, that require treatment.
His study is perhaps the largest to date looking at the day-to-day difficulties for siblings of kids with a disability.
Image: Sad boy, via Shutterstock
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