Monday, October 14, 2013Tweet
[IWS] Brookings: IMPROVING CHILDREN'S LIFE CHANCES: ESTIMATES FROM THE SOCIAL GENOME MODEL [11 October 2013]
IWS Documented News Service
Institute for Workplace Studies----------------- Professor Samuel B. Bacharach
School of Industrial & Labor Relations-------- Director, Institute for Workplace Studies
16 East 34th Street, 4th floor---------------------- Stuart Basefsky
New York, NY 10016 -------------------------------Director, IWS News Bureau
Center on Children & Families
Series: Social Genome Project Research | Number 48
Improving Children’s Life Chances: Estimates from the Social Genome Model [11 October 2013]
By: Kerry Searle Grannis and Isabel V. Sawhill
[full-text, 7 pages]
There is ample evidence that children born to poorer families do not succeed at the same rate as children born to the middle class. On average, low-income children lag behind on almost every cognitive, behavioral, emotional, and health measure. These gaps start early—some of the newest research suggests that cognitive gaps are detectable in infancy—and persist throughout childhood and into adulthood. What’s more, the trend has been worsening over time: despite improvements in closing gender and race gaps over the last half century, the difference between average outcomes by socio-economic status has gotten larger in test scores, college enrollment rates, and family formation patterns.
Our own research is delving into the reasons for these widening gaps by looking at the life trajectories of more and less advantaged children. At Brookings, we’ve developed a framework for measuring children’s life chances, called the Social Genome Model (SGM).The SGM tracks the academic, social, and economic experiences of individuals from birth through middle age. Using the model, we hope to identify the most important paths to upward mobility. We divide the life cycle into five stages and specify a set of outcomes for each life stage that, according to the literature, are predictive of later outcomes and eventual economic success. These outcomes are not only predictive of later success but were chosen to reflect widely-held norms of success for each life stage (Figure 1).
This information is provided to subscribers, friends, faculty, students and alumni of the School of Industrial & Labor Relations (ILR). It is a service of the Institute for Workplace Studies (IWS) in New York City. Stuart Basefsky is responsible for the selection of the contents which is intended to keep researchers, companies, workers, and governments aware of the latest information related to ILR disciplines as it becomes available for the purposes of research, understanding and debate. The content does not reflect the opinions or positions of Cornell University, the School of Industrial & Labor Relations, or that of Mr. Basefsky and should not be construed as such. The service is unique in that it provides the original source documentation, via links, behind the news and research of the day. Use of the information provided is unrestricted. However, it is requested that users acknowledge that the information was found via the IWS Documented News Service.
Links to this post: