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It analyzes 13 child economic, education, and health indicators comparing children whose mothers did not graduate from high school with those whose mothers have higher education levels. Large disparities support coordinated PreK-3rd education, job training tied to well-paid work, and complementary health, nutrition, food, and housing services, enabled by more flexible federal, state, and local policy integration.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Outcomes:\u003Cbr>How Dual-Generation Programs Offer Increased Opportunities for America’s Families |  |  |\n| | | |\n| .1. |  |  |\n\n| \u003Cbr>Mother’s Education and Children’s Outcomes: How Dual-Generation Programs Offer Increased Opportunities for America’s Families\u003Cbr>Donald J. Hernandez, Hunter College and the Graduate Center, City University of New York Jeffrey S. Napierala, University at Albany, State University of New York\u003Cbr>Executive Summary |  |\n| --- | --- |\n| Policies and programs aimed at increasing educational and economic opportunities typically target either low-income children or their mothers, but not both, which limits their impact in fostering intergenerational mobility. This insight undergirds the development and implementation of dualgeneration strategies, which focus simultaneously on both children and mothers to foster long-term learning and economic success for low-income families. The results in this report highlight the need for dual-generation strategies, based on the first-ever analysis of 13 economic, education, and health indicators for children whose mothers have not graduated from highschool, compared to children whose mothers have higher levels of education.\u003Cbr>The enormous disparities in well-being identified here point toward the value and need for comprehensive dual-generation strategies that offer high-quality PreK-3rd education for children, effective job training for parents that leads directly to well-paid work, and additional public services—such as health, nutrition, food, and housing—which enable low-income families to overcome barriers to success. There already exist a wide range of policies and programs that could be coordinated and integrated to create dual-generation strategies. But a major step forward will require more flexible, integrated, and supportive federal, state, and local policy structures. | One in every eight children in the U.S. (12 percent) lives with a mother who has not graduated from high school. These children experience especially large disparities compared to children whose mothers have a bachelor degree. Key findings include the following:\u003Cbr>Family Economic Resources\u003Cbr>Disparities separating children whose\u003Cbr>(1) mothers had not graduated from high school, compared to those whose\u003Cbr>(2) mothers had a bachelor degree were, respectively:\u003Cbr>• 53 vs. 4 percent for the official federal poverty rate\u003Cbr>• 84 vs. 13 percent for the low-income rate (that is, family income below twice the official federal poverty threshold)\u003Cbr>• $25,000 vs. $106,500 for median family income\u003Cbr>• 48 vs. 11 percent for the rate of not having a securely employed parent in the home (that is, not having a parent who works full-time year-around) |\n\n.1.  \n| Reading and Mathematics Proficiency\u003Cbr>Disparities separating children whose\u003Cbr>(1) parents had not graduated from high school, compared to those whose\u003Cbr>(2) parents had a bachelor degree were, respectively:\u003Cbr>• 16 vs. 49 percent for reading proficiently (at grade level) in Eighth Grade\u003Cbr>• 16 vs. 52 percent for proficiency in mathematics (at grade level) in Eighth Grade\u003Cbr>School Enrollment and Completion Disparities separating children whose\u003Cbr>(1) mothers had not graduated from high school, compared to those whose\u003Cbr>(2) mothershada bachelor degree were, respectively:\u003Cbr>• 63 vs. 36 percent for not being enrolled in PreKindergarten at ages 3-4\u003Cbr>• 40 vs. 2 percent for not graduating from highschool on time (by age 19) | Health\u003Cbr>Disparities separating children whose\u003Cbr>(1) mothers had not graduated from high school, compared to those whose\u003Cbr>(2) mothers had a bachelor degree were, respectively:\u003Cbr>• 9.0 vs. 6.8 percent for low birthweight\u003Cbr>• 8.2 vs. 3.9 deaths to children under age 1 per 1,000 live births\u003Cbr>• 27 vs. 13 percent for obesity\u003Cbr>• 29 vs. 8 percent for not in excellent or very good health\u003Cbr>• 16 vs. 4 percent for not covered by health insurance\u003Cbr>F","cbCaipBFz8GRV67k","https://ap.wps.com/l/cbCaipBFz8GRV67k","pdf",1310803,24,"English","# Executive Summary\n## Family Economic Resources\n## Reading and Mathematics Proficiency\n## School Enrollment and Completion\n## Health\n# Introduction\n## Why Mothers?","[{\"question\":\"Why do current policies often have limited impact on intergenerational mobility?\",\"answer\":\"Policies and programs typically target low-income children or their mothers separately rather than together, which constrains their ability to foster long-term intergenerational mobility.\"},{\"question\":\"What is the purpose of dual-generation strategies in this report?\",\"answer\":\"Dual-generation strategies simultaneously support children and mothers to promote improved academic and life outcomes for children and better employment and income opportunities for families.\"},{\"question\":\"How does the report measure parental education using mothers?\",\"answer\":\"Mother’s education is used as an indicator because most children live in mother-only or two-parent households, and mothers’ and fathers’ educational attainments tend to be similar, making it a consistent proxy for most children.\"}]","Mother’s Education and Children’s Outcomes: How Dual-Generation Programs Offer Increased Opportunities for America’s Families | PDF",1792047158]