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The Impact of Adverse Childhood Experiences (ACEs) on Academic Attainment: A Kansas Sample
Dorsey, Jessica
Dorsey, Jessica
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Abstract
This research project utilizes quantitative data on 1,642 individuals from the Kansas Behavioral Risk Factor Surveillance System to further explore the impact of ACEs on academic attainment. This data set relies on adult recall about adverse childhood events that occurred prior to 18 years of age. Four statistical models were employed in this analysis, utilizing ordinary least squares (OLS) regression and logistic regression with a binary variable (HSGraduate and CollegeGraduate).Consistent with previous research, the working hypothesis is that adverse experiences during childhood have a significant, cumulative, and negative impact on high school and college completion. That is, the higher the ACE score, the less likely the individual is to have completed high school or college. Only the OLS regression with cumulative ACE supported the hypothesis that adverse experiences during childhood have a significant, cumulative, and negative impact on academic attainment. The three statistical models that explored the individual ACE variables found a limited number of ACE variables to be statistically significant across the three models (ParentDivorce and ParentAbuse), but other ACE factors had little independent effect on high school or college completion. The demographic and social variables were statistically significant in three out of four models, with the exception of homeowner, which was not significant in any model.
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2022-01-01
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University of Kansas
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This item contains archived web content.
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Dorsey_ku_0099D_18584_DATA_1.pdf
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- Embargoed until 2172-05-31
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Keywords
Education, academic attainment, Adverse Childhood Experiences, dropout, high school graduation