This is true for both boys and girls. See online Table A10.1.
Duncan and Brooks- Gunn (1999).
For the United States see Yeung, Linver, and Brooks- Gunn
(2002) and Mistry et al. (2002). For the UK see Washbrook, Gregg,
and Propper (2014). Using the national survey of the Mental Health
of Children and Young People in Britain, 2004, Ford, Goodman, and
Meltzer (2004) showed that, cet. par., family income had no effect on
child mental health either on a cross- section of children or in explain-
ing changes over time.
Burgess, Propper, and Rigg (2004). Also income and self- esteem
are uncorrelated (Axinn, Duncan, and Thornton [1997]).
See online Descriptive Statistics, Table D.10.
For the gross effect and its breakdown see online Table A10.2,
which covers emotional, behavioral, and intellectual outcomes.
Blanden and Gregg (2004). The basic controls include the
child’s sex, ethnicity, separate dummies for the number of siblings in
the household, and controls for parents’ age group. For the effect of
financial problems in the NCDS (not holding income constant), see
Gregg and Machin (2000), who show significant effects on school at-
tendance and staying on at school.
See, for example, Blau (1999), Shea (2000), Maurin (2002), and
Hardy (2014) for evidence on the direct effects, and Guo and Har-
ris (2000), Yeung, Linver, and Brooks- Gunn (2002), and Washbrook,
Gregg, and Propper (2014) for the indirect effects of income on chil-
dren’s achievements. See Haveman and Wolfe (1995) for an excellent
summary of the multidisciplinary approaches taken in this context.
Related work has considered measures of economic conditions
other than income as determinants of child achievements. Variables
such as wealth or financial assets reflect economic security that can
reduce family stress and financial anxiety and promote child develop-
ment. Using data on family wealth— represented by the total assets val-
ues for the family in the past five years— and black- white test- score gaps
in children aged 3 and 12 in PSID data, the sociologists and demogra-
phers Wei- Jun Jean Yeung of the National University of Singapore and
Dalton Conley find that wealth plays no role in the test- score gaps of
preschool children but does so for in- school children (Yeung and Con-
ley [2008]). They also show wealth to be significantly correlated with
mediating factors such as parental warmth, parental activities with the
child, and the learning resources available at home. In another study
by the sociologists Youngmi Kim and Michael Sherraden, family assets
