Here you can search our series of working papers, dating back to 1983. These papers use data from our four cohort studies and cover a wide range of topics, from social inequalities and mobility, to physical health, education and cognitive development. Other papers in the series seek to improve the practice of longitudinal research.
Danielle Crosby and Denise Hawkes look at factors associated with the timing of mothers’ post-birth employment in the UK and US, using models conditioned on prior employment and partner status.
The UK Millennium Cohort Study and the Early Childhood Longitudinal Study – Birth are the two datasets used.
Keywords: Millennium Cohort Study, Early Childhood Longitudinal Study, education, employment, unemployment, fertility.
Andrew Jenkins, Heather Joshi and Mark Killingsworth analyse the effects of women’s education and aggregate unemployment rates on fertility in Britain, using two cohorts who had different experiences of education: the 1958 and 1970 British birth cohorts (NCDS & BCS70).
Keywords: British Cohort Study 1970, NCDS, education, employment, unemployment, fertility.
Shirley Dex and Rachel Rosenberg look at predictors of mother’s responses and male partners’ responses in the first two sweeps of the Millennium Cohort Study (MCS), using logistic regression models and a multinomial combined response model.
Keywords: Millennium Cohort Study, missingness, non-response, ethnicity.
Denise Hawkes & Ian Plewis look at income non-response in the first two sweeps of the Millennium Cohort Study (MCS), modelling attrition at MCS2 with household income and income response at MCS1 as predictors.
Key words: Millennium Cohort Study, missingness, non-response, income.
This CLS working paper uses data from the UK Millennium Cohort Study (MCS) to examine the extent to which economic circumstances in infancy and mother’s mental well-being are associated with children’s cognitive development and behaviour problems at age 3 years, and what part parenting behaviours and attitudes play in mediating these factors.
Key words: Poverty; maternal depression; parenting; cognitive development; behaviour problems; Structural Equation Modelling
This CLS working paper explores the link between the cognitive and behavioural scores of school-aged children to mothers’ employment during pre-school years. The research uses data from the 1958 National Child Development Study.
Key words: child development, maternal employment, intergenerational transmission
This CLS working paper aims to estimate the prevalence of family poverty and the characteristics of poor families in the Age 3 Sweep (MCS2) of the Millennium Cohort Study. It also aims to explore the overlaps of the different measures of poverty and estimate the odds of a family being ‘reliably’ poor. Lastly, it focuses on how this poverty is associated with some outcomes in the MCS2 and explores how family poverty changed between Age 9 months Sweep (MCS1) and MCS2.
This CLS working paper uses data from the 1970 British Cohort Study to explore antecendents of hazardous teenage drinking.
This CLS working paper explores the optimal modelling of hearing
impairment in middle age in relation to hearing in childhood as measured by audiograms. It uses data from the 1958 National Child Development Study.
This CLS working paper investigates some differences in the sociodemographic profile of Rural and Urban England taking evidence from the Millennium Cohort Study, and the ONS Longitudinal Study spanning 4 censuses since 1971.
This CLS working paper examines the impact of single-sex schooling on a range of academic outcomes for a sample of British people born in 1958. In terms of the overall level of qualifications achieved, it finds that single-sex schooling is positive for girls at age 16, but neutral for boys, while at later ages, single-sex schooling is neutral for both sexes. It also finds that single-sex schooling is linked to the attainment of qualifications in gender-atypical subject areas for both sexes, not just during the school years, but also later in life.
The paper uses data from the 1958 National Child Development Study (NCDS).
This CLS working paper investigates the influence of two distinct family attributes on children’s test scores in reading and mathematics. One is the family’s resources – its income level,
the parents’ education levels, own ability in reading and math, among others. The strong, well-documented relationship of family resources to children’s cognitive skills is confirmed in the two British data sets analyzed here. The other attribute is the parents’ “caring” for the child, the family’s habits regarding nurturing the children, the inclination to sacrifice in behalf of the children or to expend time and effort with the children. Measured by several behaviors during the pregnancy and the child’s early years, the study shows that these family habits of caring for their child are also strongly correlated with the child’s test scores in both reading and math, controlling
for the family’s resources.