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Young Lives Theory of Change

We are one among many actors working to bring about positive change in children’s lives. We believe that the policies and programmes intended to support children and young people are more likely to be effective (and cost-effective) if they are based on rigorous evidence about children’s experiences, development and outcomes, and that longitudinal analysis has a particular role to play by allowing us to see how children’s lives change over time and how children’s outcomes are shaped, both by their earliest circumstances as well as risks and opportunities through to adulthood.

Young Lives Theory of Change

We are one among many actors working to bring about positive change in children’s lives. We believe that the policies and programmes intended to support children and young people are more likely to be effective (and cost-effective) if they are based on rigorous evidence about children’s experiences, development and outcomes, and that longitudinal analysis has a particular role to play by allowing us to see how children’s lives change over time and how children’s outcomes are shaped, both by their earliest circumstances as well as risks and opportunities through to adulthood.

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E-newsletter #17: Children's Work (June 2015)
E-newsletter #17: Children's Work (June 2015)
New book: Gender Violence in Poverty Contexts: The Educational Challenge
New book: Gender Violence in Poverty Contexts: The Educational Challenge
New book: Children's Work and Labour in East Africa
New book: Children's Work and Labour in East Africa
As more children have enrolled in schools in India, learning levels have declined
As more children have enrolled in schools in India, learning levels have declined

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The Reliability and Validity of Achievement Tests in the Young Lives Ethiopia School Survey Round 2

This technical note gives details of the reliability and validity of the assessments used in the second school survey carried out by Young Lives in Ethiopia for the purpose of the construction of test scores on a common scale within each language for maths and reading comprehension. This document give details of the three-parameter model used to build the achievement scores in both content areas. We tested graphically for item fit and item bias (by gender and wave).

The Reliability and Validity of Achievement Tests in the Young Lives Ethiopia School Survey Round 2

This technical note gives details of the reliability and validity of the assessments used in the second school survey carried out by Young Lives in Ethiopia for the purpose of the construction of test scores on a common scale within each language for maths and reading comprehension. This document give details of the three-parameter model used to build the achievement scores in both content areas. We tested graphically for item fit and item bias (by gender and wave).

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Equating Children’s PPVT Scores Across Survey Rounds and Age Cohorts in Peru

Young Lives gathers information from children and families through household and child questionnaires as well as children’s cognitive and achievement tests. The Peabody Picture Vocabulary Test (PPVT) has been used in all survey rounds to date and with both age cohorts. This technical note presents the psychometric analysis performed (using Item Response Theory, IRT) in order to build cognitive measures comparable across Rounds 2 and 3 and the Younger and Older Cohorts for Peru. To achieve this, a one-parameter IRT model was used.

Equating Children’s PPVT Scores Across Survey Rounds and Age Cohorts in Peru

Young Lives gathers information from children and families through household and child questionnaires as well as children’s cognitive and achievement tests. The Peabody Picture Vocabulary Test (PPVT) has been used in all survey rounds to date and with both age cohorts. This technical note presents the psychometric analysis performed (using Item Response Theory, IRT) in order to build cognitive measures comparable across Rounds 2 and 3 and the Younger and Older Cohorts for Peru. To achieve this, a one-parameter IRT model was used.

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21 ways the SDGs can have the best impact on girls
21 ways the SDGs can have the best impact on girls

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Cross-Sectional and Longitudinal Associations between Household Food Security and Child Anthropometry at Ages 5 and 8 Years in Ethiopia, India, Peru, and Vietnam

Background: Poor childhood nutritional status has lifetime effects and food insecurity is associated with dietary practices that can impair nutritional status.

Objectives: We assessed concurrent and subsequent associations between food insecurity and height-for-age z scores (HAZs) and body mass index?for-age z scores (BMI-Zs); evaluated associations with transitory and chronic food insecurity; and tested whether dietary diversity mediates associations between food insecurity and nutritional status.

Cross-Sectional and Longitudinal Associations between Household Food Security and Child Anthropometry at Ages 5 and 8 Years in Ethiopia, India, Peru, and Vietnam

Background: Poor childhood nutritional status has lifetime effects and food insecurity is associated with dietary practices that can impair nutritional status.

Objectives: We assessed concurrent and subsequent associations between food insecurity and height-for-age z scores (HAZs) and body mass index?for-age z scores (BMI-Zs); evaluated associations with transitory and chronic food insecurity; and tested whether dietary diversity mediates associations between food insecurity and nutritional status.

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What Can Comparative Country Research Tell Us About Child Poverty?

We are frequently asked why Young Lives is conducting research in four countries, and why specifically Ethiopia, India (in the states of Andhra Pradesh and Telangana), Peru and Vietnam. This short paper attempts to answer these questions (and can to be read in conjunction with a second paper, ‘What can longitudinal research tell us about children's life-chances?’ which sets out the case for long-term cohort research).

What Can Comparative Country Research Tell Us About Child Poverty?

We are frequently asked why Young Lives is conducting research in four countries, and why specifically Ethiopia, India (in the states of Andhra Pradesh and Telangana), Peru and Vietnam. This short paper attempts to answer these questions (and can to be read in conjunction with a second paper, ‘What can longitudinal research tell us about children's life-chances?’ which sets out the case for long-term cohort research).

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