Implications of Middle School Behavior Problems for High School Graduation and Employment Outcomes of Young Adults: Estimation of a Recursive Model

Autor/inn/en	Karakus, Mustafa C.; Salkever, David S.; Slade, Eric P.; Ialongo, Nicholas; Stuart, Elizabeth
Titel	Implications of Middle School Behavior Problems for High School Graduation and Employment Outcomes of Young Adults: Estimation of a Recursive Model
Quelle	In: Education Economics, 20 (2012) 1, S.33-52 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2010.511816
Schlagwörter	Middle School Students; Adolescents; Behavior Problems; Context Effect; Educational Attainment; Graduation; High Schools; High School Graduates; Young Adults; Employment Potential; Data Analysis; Longitudinal Studies; Regression (Statistics); Models + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bildungsabschluss; Bildungsgut; Abschluss; Graduierung; High school; Oberschule; High schools; Graduate; Graduates; Absolvent; Absolventin; Young adult; Junger Erwachsener; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Auswertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Analogiemodell
Abstract	The potentially serious adverse impacts of behavior problems during adolescence on employment outcomes in adulthood provide a key economic rationale for early intervention programs. However, the extent to which lower educational attainment accounts for the total impact of adolescent behavior problems on later employment remains unclear. As an initial step in exploring this issue, we specify and estimate a recursive bivariate probit model that (1) relates middle school behavior problems to high school graduation and (2) models later employment in young adulthood as a function of these behavior problems and of high school graduation. Our model thus allows for both a direct effect of behavior problems on later employment as well as an indirect effect that operates via graduation from high school. Our empirical results, based on analysis of data from the National Educational Longitudinal Study, suggest that the direct effects of externalizing behavior problems on later employment are not significant but that these problems have important indirect effects operating through high school graduation. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10