TY - JOUR
T1 - The association of advanced math course-taking by american youth on subsequent receipt of public assistance
AU - Adzima, Kerry
N1 - Funding Information:
Research questions were used from Add Health, a project directed by Kathleen Mullan Harris and designed by J. Richard Udry, Peter S. Bearman, and Kathleen Mullan Harris at the University of North Carolina at Chapel Hill and funded by grant P01-HD31921 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development, with cooperative funding from 23 other federal agencies and foundations. Special acknowledgment is due Ronald R. Rindfuss and Barbara Entwisle for assistance in the original design. Information on how to obtain the Add Health data files is available on the Add Health website (http://www.cpc.unc.edu/addhealth). No direct support was received from grant P01-HD31921 for this project.
Publisher Copyright:
© 2020 Authors,.
PY - 2020/9/1
Y1 - 2020/9/1
N2 - Helping people move to independence is often cited as a primary goal of public assistance policies in the United States. Over the past several decades, welfare reform efforts in the US have promoted the idea of a work-first approach. Research shows that this approach has discouraged or at least made it harder for some students to attend college while meeting the work requirements for aid. How can those students who need public assistance increase their chances of finding a sustainable job and thus not need to rely on the public support system after high school? To address this question, this study used a sample of 3,384 student responses from the National Longitudinal Study of Adolescent to Adult Health and a recursive bivariate probit model to analyze the association between advanced math course-taking in high school and the probability of subsequent receipt of public assistance. The empirical results suggest that taking advanced math courses in high school is associated with a lower probability of receiving public assistance for recent graduates. These findings are particularly important for school social workers who work in conjunction with teachers and school counselors to help at-risk students improve their chances of future financial independence.
AB - Helping people move to independence is often cited as a primary goal of public assistance policies in the United States. Over the past several decades, welfare reform efforts in the US have promoted the idea of a work-first approach. Research shows that this approach has discouraged or at least made it harder for some students to attend college while meeting the work requirements for aid. How can those students who need public assistance increase their chances of finding a sustainable job and thus not need to rely on the public support system after high school? To address this question, this study used a sample of 3,384 student responses from the National Longitudinal Study of Adolescent to Adult Health and a recursive bivariate probit model to analyze the association between advanced math course-taking in high school and the probability of subsequent receipt of public assistance. The empirical results suggest that taking advanced math courses in high school is associated with a lower probability of receiving public assistance for recent graduates. These findings are particularly important for school social workers who work in conjunction with teachers and school counselors to help at-risk students improve their chances of future financial independence.
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U2 - 10.18060/23866
DO - 10.18060/23866
M3 - Article
AN - SCOPUS:85100864290
SN - 1527-8565
VL - 20
SP - 739
EP - 755
JO - Advances in Social Work
JF - Advances in Social Work
IS - 3
ER -