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7/26/2019 Kids Count

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KIDSCOUNT

DATABOOK

STATETRENDSINCHILDWELL-BEING


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DATABOOK

STATETRENDSINCHILDWELL-BEING

KIDSCOUNT


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Te Annie E. Casey FoundationsKIDS COUN Data Bookcould notbe produced and distributed withoutthe help of numerous people. Tepublication was produced under thegeneral direction of Laura Speer andFlorencia Gutierrez. Other Casey staff

who contributed to this report include

Sue Lin Chong, Ryan Fox, Lisa Hamilton,John Hodgins, Michael Laracy andNorris West. Nancy Cauthen provided

writing and research support.Te Population Reference Bureau

was instrumental in the developmentof the KIDS COUN index and inthe collection and organization of datapresented in this book. We are especiallygrateful to Jean DAmico, AliciaVanOrman and Kelvin Pollard.

Special thanks are also due the

staff at KINEIK, for design andproduction services; the staff at Fenton,for help in promoting the Data Book;

and Jayson Hait of eye4detail, for proof-reading and copyediting services.

Finally, we would like to thank the stateKIDS COUN projects (see page 50), formaking the Data Bookavailable to national,state and local leaders across the country.

Permission to copy, disseminate orotherwise use information from this

Data Bookis granted as long as appropriateacknowledgment is given.

Outreach PartnersTe Annie E. Casey Foundation wishesto thank our outreach partners for theirsupport and assistance in promoting anddisseminating the 2016 KIDS COUNData Book. With the help of our partners,data on the status and well-being of kidsand families are shared with policymak-ers, advocates, practitioners and citizens to

help enrich local, state and national dis-cussions on ways to improve outcomes forAmericas most vulnerable children.

ACKNOWLEDGMENTS

The 2016 KIDS COUNT Data Bookcan be viewed,

downloaded or ordered at www.aecf.org/2016db.

To learn more about the Annie E. Casey Foundations

2016 KIDS COUNT Outreach Partners, please visit

www.aecf.org/outreachpartners.
http://www.aecf.org/2016dbhttp://www.aecf.org/outreachpartnershttp://www.aecf.org/outreachpartnershttp://www.aecf.org/2016db


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CONTENTS

4 FOREWORD

12 TRENDS

17 Overall Child Well-Being

20 Economic Well-Being

24 Education

28 Health

32 Family and Community

38 KIDS COUNT DATA CENTER

40 APPENDICES

46 About the Index

47 Definitions andData Sources

50 Primary Contacts forState KIDS COUNTProjects

53 About the Annie E. CaseyFoundation and KIDS COUNT


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FOREWORD


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5The Annie E. Casey Foundation | www.aecf.orgSTATE TRENDS IN CHILD WELL-BEING

2016 KIDS COUNT DATA BOOK

The past few years have brought some positive

developments for families and children. Economic growth

has been steady, with nearly 13 million new jobs createdsince the end of the recession.1More children have health

insurance. The high school graduation rate is rising, and

fewer teens are abusing drugs and alcohol. Births to

teenage mothers continue to decline and are at a record

low.2These improvements in the well-being of young people

are due in part to federal, state and local policies that are

helping prepare the next generation for the future.
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6 The Annie E. Casey Foundation | www.aecf.org 2016 kids count data book

Yet, if we dig a little deeper, it quicklybecomes clear that all is not well. Teoverall unemployment rate is almost downto its pre-recession level, but it remainsabove the national average for African

Americans and Latinos, for workers withonly a high school diploma or less andfor young adults. Even as more affluent

families have recovered, the child povertyrate remains high. Te steep cost ofcollege is making it difficult for youngpeople to obtain the skills and credentialsthat lead to greater earnings and economicmobility. Far too many parents are strug-gling to provide for their families andare deeply concerned about the futureprospects for their children.

So its not surprising that economicinsecurity is one of the electorates primaryconcerns this election season. Voters across

the political spectrum are demandingthat officials prioritize policies to addresstheir bread-and-butter concerns. As publicpressure mounts for policymakers to findcommon ground and take action, our nextpresident and a new Congress will havea rare opportunity to forge a bipartisanpolicy agenda to reduce poverty, increaseopportunity and restore hope for todaysparents and the young people who willlead our country going forward.

The Growing Opportunity Gap:

Critical Challenges Facing Low-IncomeFamilies, Children and YouthMore than two decades of research makeit clear that growing up in a low-incomefamily can have profound effects onchildren. Particularly when experiencedby young children, poverty can impedetheir cognitive, social and emotionaldevelopment and contribute to poor

health. Continuing to ignore theseissues increases a childs likelihoodof experiencing difficulties later inlife, such as dropping out of school,becoming a teenage parent and facingpoor employment outcomes.

Tese consequences explain whythe stubbornly high child poverty rate

is so troubling. Despite the economicrecovery, the child poverty rate remainedat 22 percent in 2014, unchangedfrom the prior year.3Even this figuresubstantially understates the proportionof children facing economic hardship.Researchers estimate that families needan income that is at least twice the federalpoverty level $48,016 for a familyof four4 to cover basic expenses forhousing, food, transportation, healthcare and child care.5In 2014, 44 percent

of children lived in households withincomes less than twice the poverty level.6And, 30 percent of children lived infamilies where no parent had full-time,year-round employment.7We cannot alloweconomic hardship to limit the potentialof nearly half of all American children.

Declining Opportunity for WorkersWithout a College Degreeo improve the well-being of children,our elected leaders must address theeconomic obstacles facing workers at

the bottom half of the income scale. Terecession deepened the problem of long-term unemployment: In April, nearly26 percent of the unemployed had been

jobless for six months or more, comparedwith 16 percent to 18 percent in the yearsprior to the downturn.8Some jobless

workers become so discouraged that theydrop out of the labor market a ltogether.

To improve the well-beingof children, our electedleaders must address theeconomic obstacles facingworkers at the bottomhalf of the income scale.


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As a result, a smaller percentage ofworking-age adults are in the labor forcenow than before the recession.9

Even when parents find work, manyfamilies are still struggling and unableto get ahead because the economic crisisexacerbated a much longer-term trend:a steep decline in the availability of

high-quality jobs that pay high schoolgraduates middle-class incomes. Blue-collar jobs that once provided high schoolgraduates with a reliable ticket to themiddle class have disappeared or beenreplaced with lower-paying sometimestemporary positions with few or nobenefits.10Although job creation has beensteady since the end of the recession, thenew jobs have been disproportionatelyconcentrated in low-wage sectors such asretail and food service.11Workers in these

jobs often experience income volatilityand have unpredictable schedules thatconflict with their roles as parents.12

Wages have not yet returned to pre-recession levels; in 2014, the medianincome was 13 percent lower than in 2004.13But most worrisome is the longer-termtrend: Workers in the bottom 10 percentof the income scale have seen their real,inflation-adjusted wages decline since1979, while wages have risen 40 percentfor those in the top 5 percent.14

Education and Income Gaps Among ParentsFuel Widening Disparities Among Kids15

Te long-term decline in economicopportunity for workers without abachelors degree has contributed to agrowing opportunity gap among children.Te typical life experiences of childrenin low-income families with non-college-educated parents have become


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increasingly different, and separate,from those of children in families withhighly educated parents.

Parents with at least a bachelors degreehave far more money, on average, to investin their childrens enrichment throughbooks, tutors, music and dance lessons,sports, museums and other educational

activities than parents with only a highschool diploma. And as the earnings gapbetween college and high school gradu-ates has widened, so too has the resourceadvantage that accrues to children of themost highly educated. Te children inaffluent families are also more likely thanthose in low-income families to grow upin two-parent households, doubling theireconomic advantages.

In addition to the aforementionedenriching activities, the resource gap

extends to parental time, which alsoenhances a childs development. College-educated parents spend far more time

with their children than do parentswith less education. However, parentsof alleducation levels are interactingmore with their young children thanparents did 20 years ago. Tose strugglingto make ends meet who may be

juggling multiple jobs or schedules thatconstantly change find it much moredifficult to carve out time for playinggames as a family, checking in with the

kids at the dinner table or reading totheir children at bedtime.

Advantages that start at birthcontinue to accumulate as kids growup. By the time children enter kinder-garten, the children of higher-income,college-educated parents already havean enormous head start over kids fromless advantaged families. Teir cognitive


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and social-emotional skills are often farmore developed, and their vocabulariesare more extensive.

Because of increased residentialsegregation by socioeconomic status,higher-income kids typically attendmore highly resourced schools, whetherpublic or private, with smaller classes and

more experienced teachers. Tey are morelikely to live in stable, safe neighborhoodsand less likely to experience violenceand conflict than their low-income peers.Because economic and racial disparitiesare closely intertwined, these trends haveimpeded progress for African-Americanand Latino children.

None of this is to say that kids of lesseducated, low-income parents are doomedto failure theyre not. Children areincredibly resilient and have the potential

to overcome adversity. Te point is thatdeclining economic opportunities andthe intense stress that economic hardshipplaces on families have stacked the oddsagainst children growing up in low- tomoderate-income households. Tey havefewer opportunities for moving up thanthe previous two generations.

A Tough Labor Market for YoungPeople Diminishes Future Prospects

Although it is critical to address decliningeconomic opportunities for todays parents

without a college degree to improve thelife chances of their young children, wemust simultaneously take steps to reversethe troubling labor market trends forthe young adults who will become tomor-rows parents. Among recent high schoolgraduates, the unemployment rate is28 percent for blacks, 17 percent forLatinos and 15 percent for whites. Many

high school grads who want full-timework can find only part-time jobs.Others have become frustrated andstopped looking for work.16Involvement

with the juvenile justice system derailseducational and employment prospectsfor an alarming number of young people;most of them are youth of color and are

already facing significant barriers.Recent high school grads who are

lucky enough to have a job earn, on aver-age, $10.66 an hour. When adjusted forinflation, that amount is less than thisgroup earned in 2000. Even full-time,year-round work at this level thoughmost low-wage jobs are neither full timenor year-round yields an annual incomeof roughly $22,000, which is below thepoverty level for a family of four.17

A college degree has long been viewed

as a ticket to better opportunities. Butthe cost of postsecondary education hasbecome prohibitive for low-income youngpeople because of rising tuition and a shiftin financial aid away from needs-basedgrants to loans. Although the percentageof low-income students entering collegehas gradually increased over time, only asmall portion actually complete a degree;high costs and the need to earn moneylead many low-income students to dropout.18Family income is now more highlycorrelated with college completion than

with academic ability. In other words,low-performing, high-income kids aremore likely to obtain a college degreethan high-performing, low-income kids.19

Only a third of young workers between24 and 29 years old have a bachelorsdegree or higher. However, among youngadults of color, even college graduates facea tough labor market. Te unemployment

Family income is nowmore highly correlatedwith college completionthan with academic abilityIn other words, low-performing, high-incomekids are more likely toobtain a college degree

than high-performing,low-income kids.


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coming together around broadly sharedAmerican values. Last year, a reportby the American Enterprise Instituteand the Brookings Institution sharedthe findings of a bipartisan workinggroup on poverty and opportunity thatidentified three such values: opportunity,responsibility and security.21

Opportunity:Individuals, regardlessof background, should be given thechance to achieve their full potential.

Responsibility:Individuals should beaccountable for things they can control.

We all have mutual responsibility whenit comes to family members and ourfellow citizens.

Security:Given that there are things

beyond our control such as healthcrises, accidents and recessions socialinsurance can provide some measureof protection.

Te Closing the Opportunity Gapproject of the Saguaro Seminar atHarvards Kennedy School of Governmentalso brought together experts with

wide-ranging perspectives. Both groupsidentified policy ideas to reduce povertyand inequality, to increase opportunityand, ultimately, to ensure that family

background is not the primary determi-nant of ones destiny in the land ofthe American Dream.22Tese effortsgenerated promising solutions to someof our most pressing challenges, enablingus to move toward our shared visionof a nation that provides opportunity,rewards responsibility and ensures somemeasure of security:

rate for recent African-Americancollege grads is 9.4 percent; for Latinos,its 6.5 percent.20

o increase opportunity for youngpeople, policymakers must confrontseveral issues. Access to postsecondarydegrees is increasingly becoming aprivilege available primarily to the already

privileged. alented low-income highschool graduates need more support toobtain a college education not onlyfinancial assistance, but also adequateguidance in high school. Young people

with only a high school diploma needbetter job opportunities that pay family-supporting wages. In addition, we mustreform our approach to juvenile justice sothat young people are held accountable,but provided with a positive path forward.

Finding Our Way ForwardDiminished opportunity for childrenraised in low-income families results ina huge loss of human potential. On anindividual level, it betrays the promiseof this countrys aspirations and values.Collectively, insufficient investment inour nations human capital poses an urgenteconomic and moral threat to the nationsfuture. However, recent progress in otherareas of child well-being demonstratesthat sensible public policy could helpturn the tide. We believe that our nation

can, and must, find common ground onpolicy solutions to address the devastatingeconomic instability experienced bymillions of American families.

The Promise of Starting WithCore American Values

We believe that the most fruitful pathforward begins with policymakers

We believe that our nationcan, and must, find commonground on policy solutionsto address the devastatingeconomic instabilityexperienced by millionsof American families.


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We can increase opportunity by expand-ing access to high-quality pre-K and earlychildhood services so that all childrenare prepared to succeed in school and byexpanding access to higher education andtraining so that low-income young peoplehave a fair chance to develop their potential.

We can reward responsibility by increasingthe Earned Income ax Credit for low-income workers who do not have dependentchildren, a strategy that makes work payfor those struggling to get by on low wages.

We can also ensure a measure of securityto low-income parents of young childrenby providing paid family leave that helpsthem balance their obligations at homeand in the workplace.

A Call to Action on Behalf ofAmericas Children and Families

We acknowledge that our leaders havethe unenviable task of finding solutionsto challenges that have been in the makingfor four decades. Te American people areexpecting the next president and Congressto address their urgent concerns about eco-nomic inequality, stagnant wages, the dearthof good jobs for workers without a four-yearcollege degree and the obstacles low-incomestudents face in obtaining postsecondary edu-cation and training. On their behalf, we call

on our countrys current and potential leadersacross the political spectrum to seize thisunique moment by taking bold and decisiveaction to reduce economic insecurity andrestore the American promise of opportunity.

Patrick T. McCarthyPresident and CEOThe Annie E. Casey Foundation


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TRENDS


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Te KIDS COUN index uses fourdomains to capture what children needmost to thrive: (1) Economic Well-Being,(2) Education, (3) Health and (4) Family

and Community. Each domain includesfour indicators, for a total of 16. Teseindicators represent the best available datato measure the status of child well-beingat the state and national levels. (For amore thorough description of the KIDSCOUN index, visit www.aecf.org/2016db.)

Tis years Data Bookpresents bothcurrent data and multiyear trends, whichmost often compare data from 2008 withthose from 2014, the most recent yearavailable. Tey allow us to assess how thecountrys children have fared in the after-

math of the economic crisis. State rankingsfocus only on the most recent data.

National Trends in Child Well-BeingComparing data during the past six or soyears reveals positive and negative devel-opments in child well-being nationally(see Figure 1). Broadly speaking, childrenexperienced gains in the Education and

Health domains, but setbacks in theEconomic Well-Being and Family andCommunity domains.

wo of the four Economic Well-Being

indicators got worse, showing that familieswith children have not fully recovered fromthe deep recession, despite being severalyears into the recovery. Although still notback up to their pre-recession rates, mosteconomic indicators have improved since2010. Nonetheless, in 2014, child povertyremained stagnant at 22 percent after see-ing its first drop since 2008 in 2013.

Its important to note that in 2014, theyear of our most recent data, the nationalunemployment rate was 6.2 percent, buthas since declined to 5.0 percent.23Given

these gains in employment one of thekey factors to improving the economic

well-being of families we expect to seeongoing progress in the Economic Well-Being domain data for 2015 and 2016.

In contrast, three of the four Educationindicators which cover preschool to highschool graduation showed some steadyimprovement. Notably, with 82 percent of

Since 1990, KIDS COUNT has ranked states annually on

overall child well-being using an index of key indicators.

STATUS OF CHILDREN

Profile Pages Online

National and state profiles

providing current and

trend data for all 16indicators are available

at www.aecf.org/2016db.

National and state data

are also available in

Appendix 2, on page 42.
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National Trends in 16 Key Indicators of Child Well-Being by Domain

FIGURE 1


N.A.NOT AVAILABLE

Teen births per 1,000Children in families wherethe household head lacks

a high school diploma

Children insingle-parent families

Children living inhigh-poverty areas

FAMILY ANDCOMMUNITY

2014

24249,078BIRTHS

IMPROVED

2008 40

2014

14%10,412,000CHILDREN

IMPROVED

2008 16%

2014

35%24,689,000CHILDREN

WORSENED

2008 32%

201014

14%10,333,000CHILDREN

WORSENED

200610 11%

Teens who abusealcohol or drugs

Child and teen deathsper 100,000

Children withouthealth insurance

Low-birthweight babies

HEALTH

201314

5%1,276,000TEENS

IMPROVED

200708 8%

2014

2418,666DEATHS

IMPROVED

2008 29

2014

6%4,397,000CHILDREN

IMPROVED

2008 10%

2014

8.0%318,847BABIES

IMPROVED

2008 8.2%

High school studentsnot graduating on time

Eighth graders notproficient in math

Fourth graders notproficient in reading

Young childrennot in school

EDUCATION

2012/13

18%N.A.

IMPROVED

2007/08 25%

2015

68%N.A.

IMPROVED

2007 69%

2015

65%N.A.

IMPROVED

2007 68%

201214

53%4,387,000CHILDREN

WORSENED

200709 52%

Children living inhouseholds with a high

housing cost burden

Children whose parentslack secure employment

Children in povertyTeens not in school

and not working

ECONOMICWELL- BEING

2014

22%15,686,000 CHILDREN

WORSENED

2008 18%

2014

35%25,710,000 CHILDREN

IMPROVED

2008 39%

2014

30%22,061,000 CHILDREN

WORSENED

2008 27%

2014

7%1,255,000 TEENS

IMPROVED

2008 8%


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high school students graduating on time in

2012/13, the U.S. high school graduationrate is at an all-time high.

Similarly, child health continued toimprove, with gains in all four indicators.Te largest improvement was in the rate ofchildren without health insurance. Fewerchildren lacked access to health insurancecoverage in 2014 than before the recession,despite higher unemployment and a declinein employer-sponsored health insurancecoverage during the past several years.

rends in the Family and Communitydomain were mixed. Te teen birth rate

continued its dramatic decline, reaching anew all-time low. And, a smaller percentageof children were living with parents wholack a high school diploma. However, thepercentage of children living in single-parentfamilies was higher in 2014 than in 2008.

Especially troubling is the steadyincrease in the likelihood of children grow-ing up in a high-poverty neighborhood.

At the national level, 14 percent of childrenlived in areas where poverty rates were ator above 30 percent in 201014. Tis is

a significant increase from 11 percent in200610 and 9 percent in 2000.Overall, developments in child well-

being since 2008 demonstrated importantprogress in some areas, while highlightingthe substantial work necessary to improvethe prospects for the next generation.

Racial Gaps in Child Well-BeingPerhaps the most striking finding is thatdespite tremendous gains during recentdecades for children of all races andincome levels, inequities among children

remain deep and stubbornly persistent(see Figure 2). On nearly all of the mea-sures that we track, African-American,

American Indian and Latino childrencontinued to experience negative outcomesat rates that were higher than the nationalaverage. Tere are a few notable excep-tions. African-American children weremore likely than the national average

to have health insurance coverage, to be

in school as young children and to live infamilies where the household head hasa high school diploma. American Indianfamilies with children were less likelyto experience a high housing cost burden,and both American Indian and Latinochildren were more likely to be bornat a healthy birthweight. Latino childrenand teens also had a lower death ratethan the national average.

However, on many indicators, childrenof color continued to face steep barriers tosuccess. African-American children were

significantly more likely than the averagechild to live in single-parent families andhigh-poverty neighborhoods. AmericanIndian children were twice as likely to livein neighborhoods with limited resourcesand to lack health insurance. And Latinochildren were the most likely to live witha household head who does not have ahigh school diploma and to not be inschool when they are young. Latinas alsohave the highest teen birth rate.

oday, in 12 states, children of color

are the majority of the child population,and demographers predict that childrenof color will be the majority of all childrenin America before the end of the currentdecade. Te future success of our nationdepends on our ability to ensure that allchildren have the chance to be successful.

In April 2014, the Foundationreleased Race for Results: Building aPath to Opportunity for All Children,24

which explores what it takes for allchildren to become successful adults andthe barriers to opportunity that continue

to exist for many children of color. TisKIDS COUN Policy Report compareshow children are progressing on keymilestones across racial and ethnic groupsat the national and state levels. Te report

will be updated in 2017 and will include aspecial focus on children living in immi-grant families. For more information, accessthe report at www.aecf.org/race4results.

Fewer children lackedaccess to healthinsurance coverage in2014 than before therecession, despite higherunemployment and adecline in employer-sponsored health

insurance coverage duringthe past several years.
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National Key Indicators by Race and Hispanic Origin

FIGURE 2


ECONOMIC WELL-BEINGNationalAverage

AfricanAmerican

AmericanIndian

Asian andP acif ic I sland er Hisp anic

Non-HispanicWhite

Two orMore Races

Children in poverty

Children whose parents lacksecure employment

Children living in households witha high housing cost burden

Teens not in school and not working

2014

2014

2014

2014

EDUCATIONNationalAverage

AfricanAmerican

AmericanIndian


Non-HispanicWhite

Two orMore Races

Young children not in school#

Fourth graders not proficient in reading

Eighth graders not proficient in math

High school students notgraduating on time

201014

2015

2015

2012/13

HEALTHNationalAverage

AfricanAmerican

AmericanIndian


Non-HispanicWhite

Two orMore Races

Low-birthweight babies

Children without health insurance

Child and teen deaths per 100,000

Teens who abuse alcohol or drugs

2014

2014

2014

2014^

FAMILY AND COMMUNITYNationalAverage

AfricanAmerican

AmericanIndian


Non-HispanicWhite

Two orMore Races

Children in single-parent families

Children in families where the householdhead lacks a high school diploma

Children living in high-poverty areas

Teen births per 1,000

2014

2014

201014

2014

22% 38% 36% 13% 32% 13% 22%

30% 47% 48% 22% 35% 23% 35%

35% 49% 32% 34% 46% 26% 37%

7% 11% 13% 4% 9% 6% 8%

53% 49% 57% 46% 60% 50% 52%

65% 82%* 78%* 47%* 79% 54% 62%*

68% 88%* 81%* 42%* 81% 58% 65%*

18% 31%* 32%* 5%* 22% 14% N.A.

8.0% 12.8% 7.6% 8.1% 7.1% 7.0% N.A.

6% 5% 14% 6% 10% 5% 5%

24 34 25 13 19 23 N.A.

5% 4%* 5%* 2%*+ 6% 5% 3%*

35% 66% 53% 17% 42% 25% 42%

14% 13% 17% 11% 34% 6% 10%

14% 32% 31% 8% 24% 5% 12%

24 35 27 8 38 17 N.A.

#Data are from 5-year ACS data and are not comparable to the national average using 3 years o f pooled 1-year ACS data. *Data are for non-Hispanics. N.A.Data not available.

^These are single-year race data for 2014. Data in index are 201314 multiye ar data. +Data results do not include Native Hawaiians/Pacific Islanders.


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OVERA

LLCHILDWE

LL-BEING


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National data mask a great deal of state-by-state and regional variations in childwell-being. A state-level examination of thedata reveals a hard truth: A childs chancesof thriving depend not just on individual,familial and community characteristics, butalso on the state in which she or he is bornand raised. States vary considerably in

their amount of wealth and other resources.State policy choices also strongly influencechildrens chances for success.

We derive a composite index of overallchild well-being for each state by combiningdata across the four domains: (1) EconomicWell-Being, (2) Education, (3) Healthand (4) Family and Community. Thesecomposite scores are then translated into asingle state ranking for child well-being.

Minnesota ranked first among statesfor overall child well-being, followed byMassachusetts and Iowa. This is the

second year in a row that Minnesota heldthe top spot that had been dominated byNew England states for several years. Thethree lowest-ranked states were Louisiana,New Mexico and Mississippi.

The map on page 19 shows the distinctregional patterns that emerged fromthe state rankings. Northeastern statescomposed half of the top 10 in terms ofoverall child well-being; excluded wereMaine, Pennsylvania, Rhode Islandand New York. Most of the states in the

Midwest and Mountain regions ranked inthe middle on overall child well-being, withthe exception of Minnesota, Iowa, NorthDakota, Nebraska and Utah, which were inthe top 10.

States in the Southeast, Southwestand Appalachia where the poorest statesare located populated the bottom of the

overall rankings. In fact, with the exceptionof California, the 15 lowest-ranked stateswere located in these regions. States in theSoutheast occupied three of the five lowestrankings for child well-being.

Although they are not ranked againststates, children in the District of Columbiaand Puerto Rico experienced some of theworst outcomes on many of the indicatorswe track. When available, the data for theDistrict of Columbia and Puerto Rico areincluded in Appendix 2.

As will be explored in the sections

that follow, the overall rankings obscuresome important variations within states.Although most states rankings did not varydramatically across domains, there werea few exceptions. For example, Coloradoranked 12th in the Education and EconomicWell-Being domains, but placed 43rd in theHealth of its children. Wyoming ranked firstfor Economic Well-Being, but was amongthe worst three states for Health. For allstates, the index identifies bright spots androom for improvement.

OVERALL CHILD WELL-BEING


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Overall Rank: 2016

1 Minnesota

2 Massachusetts

3 Iowa

4 New Hampshire

5 Connecticut6 Vermont

7 New Jersey

8 North Dakota

9 Nebraska

10 Utah

11 Virginia

12 Wyoming

13 Wisconsin

14 South Dakota

15 Washington

16 Maryland

17 Maine

18 Pennsylvania

19 Kansas

20 Colorado

21 Illinois

22 Idaho

23 Hawaii

24 Montana

25 Delaware

26 Ohio

27 Rhode Island

28 Missouri

29 New York

30 Indiana31 Michigan

32 Oregon

33 Alaska

34 North Carolina

35 Kentucky

36 California

37 Oklahoma

38 Tennessee

39 West Virginia

40 Florida

41 South Carolina

42 Georgia

43 Texas

44 Arkansas

45 Arizona

46 Alabama

47 Nevada

48 Louisiana

49 New Mexico

50 Mississippi

The map below illustrates how states ranked on overall child

well-being by state. The overall rank is a composite index derived

from the combined data across the four domains: (1) Economic

Well-Being, (2) Education, (3) Health and (4) Family and Community.

RANKINGS

Overall Child Well-Being by State: 2016

States ranked 113

States ranked 1425

States ranked 2637

States ranked 3850


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ECONOMICWELL-

BEING


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Economic Well-BeingDomain Rank: 2016

To help children grow into successful, productive adults, their parents

need well-paying jobs, affordable housing and the ability to invest in

their childrens future. When parents are unemployed or earn low wages,

they may struggle to meet their childrens most basic needs. Economic

uncertainty also increases parental stress, which can compromise

parenting.25The negative effects of poverty on children also increase

the chances of poor outcomes for youth and young adults, such as teen

pregnancy and failure to graduate from high school.26

1 Wyoming

2 North Dakota

3 Minnesota

4 Iowa

5 Nebraska6 South Dakota

7 New Hampshire

8 Utah

9 Kansas

10 Vermont

11 Massachusetts

12 Colorado

13 Wisconsin

14 Idaho

15 Virginia

16 Connecticut

17 Maryland

18 Delaware19 Montana

20 New Jersey

21 Missouri

22 Pennsylvania

23 Maine

24 Indiana

25 Ohio

26 Washington

27 Illinois

28 Michigan

29 Oklahoma

30 North Carolina31 West Virginia

32 Hawaii

33 Texas

34 Rhode Island

35 Alaska

36 Arkansas

37 South Carolina

38 Kentucky

39 Arizona

40 Nevada

41 Oregon

42 Tennessee

43 New York44 Florida

45 Georgia

46 Alabama

47 California

48 New Mexico

49 Mississippi

50 Louisiana

A State-to-State Comparison of Economic Well-Being: 2016

DOMAIN RANKINGS

States ranked 113

States ranked 1425

States ranked 2637

States ranked 3850


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ECONOMIC WELL-BEINGECONOMIC WELL-BEING


Having access to secure employment cancontribute to the financial stability andwell-being of families. Unfortunately, toomany parents lack the education and skillsneeded to secure a good full-time job andare forced to piece together part-time ortemporary work that does not providesufficient or stable income. Even a full-time

job at a low wage does not necessarily lifta family out of poverty. Without access tobenefits and tax credits, a single parentwith two children would need to earn$9.54 per hour $2.29 more than thecurrent federal minimum wage working40 hours per week for 50 weeks per year

just to reach the poverty level.

Children whose parents

lack secure employmentChildren in poverty

Growing up in poverty is one of the greatestthreats to healthy child development. Thechild poverty rate in the United Statesincreased dramatically as a result of theeconomic crisis and has yet to return topre-recession levels. The official povertylevel in 2014 was $24,008 for a family of twoadults and two children. Poverty can impede

cognitive development and a childs abilityto learn. It can also contribute to behavioral,social and emotional problems and can leadto poor health outcomes. The risks posedby economic hardship are greatest amongchildren who experience poverty when theyare young and among those who experiencepersistent and deep poverty.27

In 2014, three in 10 children (22.1 million)lived in families where no parent had full-time,year-round employment. The rate of parentswithout secure employment has steadilydeclined since 2010. Despite this positive trend,many families are still struggling economically,with more children living in poverty in 2014than during the recent recession.

At 20 percent, Utah had the lowestpercentage of children in families withoutsecure parental employment in 2014.Mississippi, New Mexico and West Virginiahad the highest rate (36 percent).

Roughly half of all American Indianchildren (48 percent) and African-Americanchildren (47 percent) had no parent withfull-time, year-round employment in 2014,compared with 35 percent of Latino andmultiracial children, 23 percent of non-Hispanic white children and 22 percent ofAsian and Pacific Islander children.

Nationally, 22 percent of children(15.7 million) lived in families with incomesbelow the poverty line in 2014, up from18 percent (13.2 million) in 2008, representingnearly 2.5 million more children in povert y.After climbing for several years, the childpoverty rate dropped between 2012 and 2013and remained unchanged in 2014.

The rate of child poverty for 2014 rangedfrom a low of 13 percent in Maryland, NewHampshire, Utah and Wyoming, to a high of30 percent in New Mexico.

The child poverty rates among AfricanAmericans (38 percent) and AmericanIndians (36 percent) were nearly three timesthe rate for non-Hispanic whites (13 percent)in 2014. The rate for Hispanics (32 percent)was also significantly higher.

DATA HIGHLIGHTS DATA HIGHLIGHTS

SOURCE U.S. Census Bureau, 20082014 American Community Surveys.

2008 2009 2010 2011 2012 2013 2014

27%

2008

18%2008

30%

2014

22%

2014

Parents Lack Secure EmploymentChild Poverty

PERCENTAGE OF CHILDREN WHOSE PARENTSLACK SECURE EMPLOYMENT AND PERCENTAGEOF CHILDREN LIVING IN POVERTY: 20082014


25/56

ECONOMIC WELL-BEING ECONOMIC WELL-BEING


Teens not in school

and not working

Children living inhouseholds with a high

housing cost burden

Family income is only one component offinancial security; the cost of basic expensesalso matters. Housing is typically one ofthe largest expenses that families face.This measure identifies the proportion ofchildren living in households that spendmore than 30 percent of their pretax incomeon housing, whether they are renters or

homeowners. Low-income families, inparticular, are more likely to experience ahousing affordability problem. Paying highhousing costs limits the resources they havefor other necessities like food, health care,transportation and child care.28

Teens ages 16 to 19 who are not in schooland who are not part of the workforce(sometimes referred to as opportunityor disconnected youth) are at high riskof experiencing negative outcomes as theytransition to adulthood. These youthmay have difficulty gaining the skillsand knowledge needed to become self-

sufficient. Their limited skills and workhistory restrict future higher wages andemployability.29While those individualswho have dropped out of school are clearlyvulnerable, many young people who havefinished school but are not working arealso at a disadvantage in terms of achievingeconomic success in adulthood.

Across the nation, 35 percent of children(25.7 million) lived in households with ahigh housing cost burden in 2014, comparedwith 39 percent (29.2 million) in 2008. Therate of families with disproportionately highhousing costs has increased dramaticallysince 1990. It peaked in 2010, at the heightof the recent housing crisis, when 41 percentof children lived in families with a highhousing cost burden. The rate has steadilydeclined since then.

At 47 percent, California had the highestrate of children living in households that

spent more than 30 percent of income onhousing in 2014. North Dakota had thelowest, at 17 percent.

Roughly half of African-Americanchildren (49 percent) and Hispanic children(46 percent) lived in households with a highhousing cost burden in 2014, compared with26 percent of non-Hispanic white children.

Nationally, 7 percent of youth weredisconnected from both work and school in2014. About 1.3 million teens between theages of 16 and 19 were neither enrolled inschool nor employed.

At 4 percent, Minnesota and Wyominghad the lowest rate of teens not in school andnot working in 2014. In contrast, Alaska andLouisiana had the highest rate, at 11 percent.

American Indian, African-American,Latino and multiracial teens had considerablyhigher rates of neither being in school nor

working than their non-Hispanic white andAsian and Pacific Islander counterparts.


PERCENTAGE OF TEENS NOT IN SCHOOLAND NOT WORKING: 2014

SOURCE U.S. Census Bureau, 2014 American Community Survey.

National Average

African American

American Indian

Asian andPacific Islander

Hispanic

Non-Hispanic White

Two or More Races

7%

11%

13%

4%

9%

6%

8%


26/56

EDUCATION


27/56


Establishing the conditions that promote successful educational

achievement for children begins with quality prenatal care and

continues into the early elementary school years. With a strong

and healthy beginning, children can more easily stay on track to

remain in school and graduate, pursue postsecondary education

and training and successfully transition to adulthood. Yet the

United States continues to have significant gaps in educational

achievement by race and income.30Addressing the achievement

gap will be key to our future workforce competing on a global scale.

EducationDomain Rank: 2016

1 Massachusetts

2 New Jersey

3 Connecticut

4 New Hampshire

5 Vermont6 Minnesota

7 Wisconsin

8 Nebraska

9 Virginia

10 Pennsylvania

11 Iowa

12 Colorado

13 Maryland

14 North Dakota

15 Maine

16 Illinois

17 Ohio

18 Wyoming19 New York

20 Kansas

21 Utah

22 Washington

23 Indiana

24 Montana

25 Rhode Island

26 Missouri

27 Kentucky

28 North Carolina

29 Delaware

30 Florida31 South Dakota

32 Texas

33 Hawaii

34 Oregon

35 California

36 Tennessee

37 Idaho

38 Arkansas

39 Georgia

40 Michigan

41 Alaska

42 Oklahoma

43 South Carolina

44 Arizona

45 Louisiana

46 West Virginia

47 Mississippi

48 Alabama

49 Nevada

50 New Mexico

A State-to-State Comparison of Education: 2016

DOMAIN RANKINGS

States ranked 113

States ranked 1425

States ranked 2637

States ranked 3850


28/56

EDUCATION EDUCATION


Fourth graders not

proficient in readingYoung children not in school

The foundation of brain architecture andsubsequent lifelong developmental potentialare laid down in a childs early years.31High-quality prekindergarten programs for3- and 4-year-olds play an important rolein preparing children for success and leadto higher levels of educational attainment,career advancement and earnings. Although

Head Start and the expansion of state-funded programs since the 1990s havegreatly increased access to preschool andkindergarten,32many children, especially3-year-olds, continue to be left out,exacerbating socioeconomic differences ineducational achievement.

Proficiency in reading by the end of thirdgrade is a crucial marker in a childseducational development. By fourth grade,children use reading to learn other subjects.Therefore, mastery of reading is criticalfor them to keep up academically. Childrenwho reach fourth grade without beingable to read proficiently are more likely

to disengage and drop out of school. Lowreading proficiency also reduces theirearning potential and chances for careersuccess as adults.33Although improvementsin reading proficiency have occurred sincethe early 1990s, progress has been slow,and gaps remain.

During 201214, 4.4 million 3- and 4-year-olds were not in school, representing morethan half (53 percent) of all children inthat age group. The rate of attendance hasremained virtually unchanged since 200709,when 52 percent of 3- and 4-year-olds didnot participate in any school programs.

In 201214, Connecticut and New Jersey,at 34 percent and 36 percent, respectively,had the lowest shares of 3- and 4-year-oldsnot in school. The states with the highestpercentages of young children not in schoolin 201214 were Idaho (69 percent) and

Nevada (68 percent).

Roughly half of African-American, non-Hispanic white and multiracial 3- and 4-year-olds were not in any school programs; thepercentage was nearly the same for Asian andPacific Islander children (46 percent). Therates were noticeably higher for Latinos (60percent) and American Indians (57 percent).

An alarming 65 percent of fourth gradersin public school were reading below theproficient level in 2015, a slight improvementfrom 2007, when the figure was 68 percent.

State differences in fourth-gradereading levels among public school studentswere wide. In 2015, Massachusetts hadthe lowest percentage of public schoolfourth graders not proficient in reading,50 percent, compared with a high of77 percent in New Mexico.

In 2015, 82 percent of African-American,

79 percent of Latino, 78 percent of AmericanIndian and 62 percent of multiracial fourthgraders were not proficient in reading,compared with 54 percent of non-Hispanicwhites and 47 percent of Asian and PacificIslanders. Although these figures are deeplytroubling, fourth-grade reading levels haveimproved since 2007 for all groups.


*Data are for non-Hispanics.

SOURCE U.S. Department of Education, National Center for Education

Statistics, 2015 National Assessment of Educational Progress.

National Average

African American*

American Indian*

Asian andPacific Islander*

Hispanic

Non-Hispanic White

Two or More Races*

65%

82%

78%

47%

79%

54%

62%

PERCENTAGE OF 4TH GRADERS WHO SCOREDBELOW PROFICIENT IN READING: 2015


29/56

EDUCATION EDUCATION


High school students

not graduating on time

Eighth graders not

proficient in math

Competence in mathematics is essential forsuccess in the workplace, which increasinglyrequires higher-level technical skills.Students who take advanced math andscience courses are more likely to graduatefrom high school, attend and complete collegeand earn higher incomes.34Even for youngpeople who do not attend college, basic

math skills help with everyday functioningand improve employability. Ensuring thatchildren have early access to high-qualitymathematics education is critical for theirsuccess in both school and life.

Students who graduate from high schoolon time are more likely to pursuepostsecondary education and training;they are more employable and havehigher incomes than students who fail tograduate.35In 2014, median annual earningsfor someone without a high school diploma($20,500) were 74 percent of those of a high

school graduate ($27,800) and 41 percentof the median earnings of someone with abachelors degree ($50,500).36High schoolgraduates have better health outcomes,make healthier choices and are less likelyto engage in risky behavior.37

Nationwide, more than two-thirds(68 percent) of public school eighthgraders were not proficient in math in 2015.Although this is a slight improvement fromthe 2007 rate of 69 percent, the rate waslower in 2013 (66 percent).

At 49 percent, Massachusetts had thelowest percentage of eighth graders notproficient in math in 2015. Alabama had thehighest rate, at 83 percent. Massachusettswas the only state in which more than half ofeighth graders were proficient in math.

In 2015, 58 percent of non-Hispanic whiteeighth graders were below the proficientlevel, compared with 88 percent of AfricanAmericans and 81 percent of both Latinosand American Indians. But eighth-grademath achievement improved for all racial andethnic groups from 2007 to 2015, includingimprovements of 9 percentage points for Asianand Pacific Islanders and 4 points for Latinos.

Nationally, about one in five (18 percent)high school students did not graduateon time in the 2012/13 school year.Steady improvements have occurredsince 2007/08, when 25 percent did notgraduate in four years.

Among the states, the percentage ofhigh school students not graduating fromhigh school in four years ranged from alow of 7 percent in Nebraska and Wisconsin,to a high of 33 percent in Nevada.

In 2012/13, 14 percent of non-Hispanic

white students did not graduate fromhigh school on time. The rates for African-American and American Indian studentswere more than twice as high.


MEDIAN EARNINGS BY EDUCATIONALATTAINMENT: 2014

SOURCE U.S. Census Bureau, 2014 American Community Survey.

NO HIGHSCHOOL DIPLOMA

$20,500

HIGH SCHOOLDIPLOMA

$27,800

BACHELORSDEGREE

$50,500


30/56

HEALTH


31/56


Childrens health is the foundation of their overall development,

and ensuring that they are born healthy is the first step toward

increasing the life chances of disadvantaged children. Poverty, poor

nutrition, lack of preventive health care, substance abuse, maternal

depression and family violence put childrens health at risk. Poor

health in childhood impacts other critical aspects of a childs life,

such as school readiness and attendance, and can have lasting

consequences on his or her future health and well-being.

HealthDomain Rank: 2016

1 Minnesota

2 Connecticut

3 Iowa

4 Massachusetts

5 Washington6 Rhode Island

7 New York

8 Hawaii

9 Illinois

10 Vermont

11 California

12 New Jersey

13 Pennsylvania

14 Michigan

15 Virginia

16 Kentucky

17 North Dakota

18 Delaware19 Ohio

20 Maine

21 Nebraska

22 Maryland

23 Oregon

24 Kansas

25 New Hampshire

26 South Dakota

27 Utah

28 Tennessee

29 Wisconsin

30 Idaho31 Indiana

32 Missouri

33 North Carolina

34 Oklahoma

35 Alaska

36 Georgia

37 South Carolina

38 Texas

39 Montana

40 Nevada

41 West Virginia

42 Alabama

43 Colorado

44 New Mexico

45 Arizona

46 Arkansas

47 Florida

48 Wyoming

49 Mississippi

50 Louisiana

A State-to-State Comparison of Health: 2016

DOMAIN RANKINGS

States ranked 113

States ranked 1425

States ranked 2637

States ranked 3850


32/56

HEALTH HEALTH


Babies born with a low birthweight (lessthan 5.5 pounds) have a high probabilityof experiencing developmental problemsand short- and long-term disabilities.They are also at a greater risk of dyingwithin the first year of life. Increases inmultiple births during the past two decadeshave contributed to the rise in rates of

low-birthweight babies. Among singlebirths, smoking, poor nutrition, poverty,stress, infections and violence can increasethe risk of a baby being born with a lowbirthweight.38Compared with other affluentcountries, the United States has amongthe highest percentages of babies bornwith a low birthweight.39

Children without health insurance coverageare less likely than insured children to havea regular health care provider and to receivecare when they need it. They are also morelikely to begin receiving treatment aftertheir condition has worsened, putting themat greater risk of hospitalization. Althoughthe provision of employer-sponsored health

insurance is declining, and most low-wage andpart-time workers lack employer coverage,public health insurance has resulted inincreased coverage among children duringthe past decade. Having health insurance canprotect families from financial devastationwhen a child experiences a serious or chronicillness and can help children remain healthy,active and in school.

Children without

health insuranceLow-birthweight babies

Nationally, low-birthweight babiesrepresented 8.0 percent of all live birthsin 2014. After gradually increasing overtime, the percentage of low-birthweightbabies has remained relatively stablefor the past several years and is now slightlybelow the four-decade high of 8.3 percentreached in 2006.40

Alaska had the lowest percentage oflow-birthweight babies in 2014 5.9 percentof live births while Mississippi hadthe highest, 11.3 percent.

Among racial and ethnic groups, African-American babies were most likely to be bornwith a low birthweight, 12.8 percent of livebirths in 2014. Although this represents adecline from 13.4 percent in 2008, it is stillclose to twice the low-birthweight rates forLatinos (7.1 percent) and for non-Hispanicwhites (7.0 percent).

Across the nation, 6 percent of children(4.4 million) lacked health insurance in 2014.That is a 40 percent improvement from 2008,when 10 percent of children were uninsured.

In 29 states, the District of Columbiaand Puerto Rico, the percentage of childrenwithout health coverage was 5 percent orless in 2014. Massachusetts and Vermonthad the lowest rate, 2 percent, comparedwith a high of 11 percent in Alaska and Texas.

Although the likelihood of beinguninsured has declined for all racial groups,

American Indian (14 percent) and Latino(10 percent) children were far more likelyto be uninsured than their Asian and PacificIslander (6 percent), African-American(5 percent), multiracial (5 percent) andnon-Hispanic white (5 percent) peers.


SOURCE U.S. Census Bureau, 2008 and 2014 AmericanCommunity Surveys.

PERCENTAGE OF CHILDREN WITHOUT HEALTHINSURANCE: 2008 AND 2014

Massachusetts

2%2008

Massachusetts and Vermont2014

2%

Best rateRates at or below 5%


33/56

HEALTH HEALTH


Teens who abuse

alcohol or drugsChild and teen deaths

The child and teen death rate (deaths per100,000 children ages 1 to 19) reflects abroad array of factors: physical and mentalhealth; access to health care; communityfactors (such as violence and environmentaltoxins); use of safety practices; and,especially for younger children, the level ofadult supervision. Accidents, primarily those

involving motor vehicles, were the leadingcause of death for children and youth,accounting for 30 percent of all deathsamong children ages 1 to 14.41As childrenmove into their mid- and late-teenage years,they encounter new risks that can be deadly.In 2014, accidents, homicides and suicidesaccounted for 73 percent of deaths to teensages 15 to 19.42

Abuse of alcohol and drugs can negativelyimpact cognitive growth of the teenagebrain during a critical time of development.43Abuse of these substances by teens is linkedto such harmful behaviors as engagingin risky sexual activity, driving under theinfluence, abusing multiple substances andcommitting crimes. Alcohol and drug abuse

are also linked to short- and long-termphysical and mental health problems, pooracademic performance and an increasedrisk of dropping out of school. The negativeconsequences of teen alcohol and drugabuse can carry over into adulthood. Overall,alcohol and drug use by adolescents havedeclined during the past decade, althoughpatterns vary by substance.

In 2014, 18,666 children and youth ages1 to 19 died in the United States, whichtranslates into a mortality rate of 24 per100,000 children and teens. The ratedeclined dramatically from 1990, when itwas 46 per 100,000, resulting in roughly12,412 fewer deaths in 2014.

Connecticut and Rhode Island had thelowest rate, 15 deaths per 100,000 childrenand youth in 2014. Mississippi fell at theother end of the spectrum, with a childand teen death rate of 39 per 100,000.

The 2014 mortality rate for African-American children and teens (34 per100,000) was noticeably higher than thedeath rates for children and youth of otherracial and ethnic groups.

In 201314, 5 percent of teens ages12 to 17 had abused or were dependenton alcohol or drugs during the past year,declining from 8 percent in 200708.

There is little variability in thesubstance abuse rates across states.Rates range from a low of 4 percent inIowa, Kentucky, Minnesota and Oklahomato a high of 6 percent in 16 states andthe District of Columbia.

Among racial and ethnic groups, Asianteens were the least likely (2 percent) to

abuse or be dependent on alcohol or drugs.


TEEN SUICIDE RATES (PER 100,000 YOUTHAGES 1519): 20002014

2000 2002 2004 2006 2008 2010 2012 2

4.22014

13.02014

10.82007

2.42007

SOURCE Centers for Disease Control and Prevention, National Centerfor Health Statistics, 20002014 Vital Statistics.

MalesFemales

2.72000

13.02000


34/56

FAMILYANDCOMM

UNITY


35/56


Children who live in nurturing families and are part of supportive

communities have better social-emotional and learning outcomes.

Parents struggling with financial hardship are more prone to stress

and depression, which can interfere with effective parenting. These

findings underscore the importance of two-generation strategies

that strengthen families by mitigating their underlying economic

distress, while addressing the well-being of children. Where families

live also matters. When communities have strong institutions and

the resources to provide safety, good schools and quality support

services, families and their children are more likely to thrive.

Family and CommunityDomain Rank: 2016

1 New Hampshire

2 Utah

3 Vermont

4 Minnesota

5 Iowa6 North Dakota

7 Wyoming

8 Massachusetts

9 Maine

10 Virginia

11 Connecticut

12 Hawaii

13 Idaho

14 New Jersey

15 Montana

16 Alaska

17 Washington

18 Wisconsin19 South Dakota

20 Maryland

21 Nebraska

22 Colorado

23 Oregon

24 Kansas

25 Pennsylvania

26 Missouri

27 Illinois

28 Delaware

29 Michigan

30 Rhode Island31 Ohio

32 Indiana

33 West Virginia

34 New York

35 Florida

36 North Carolina

37 Kentucky

38 Oklahoma

39 Tennessee

40 Georgia

41 California

42 South Carolina

43 Alabama

44 Nevada

45 Arkansas

46 Arizona

47 Texas

48 Louisiana

49 New Mexico

50 Mississippi

A State-to-State Comparison of Family and Community: 2016

DOMAIN RANKINGS

States ranked 113

States ranked 1425

States ranked 2637

States ranked 3850


36/56

FAMILY AND COMMUNITY FAMILY AND COMMUNITY


Children growing up in single-parent familiestypically have access to fewer economicor emotional resources than children intwo-parent families. In 2014, 36 percent ofsingle-parent families had incomes belowthe poverty line, compared with 8 percent ofmarried couples with children.44Comparedwith children in married-couple families,

children raised in female-headed householdsare more likely to drop out of school, to haveor cause a teen pregnancy and to experiencea divorce in adulthood.45Nearly one infour of the 24.7 million children living withan unmarried parent in 2014 was living withcohabiting domestic partners, comparedwith only 16 percent in 1990.

Higher levels of parental education arestrongly associated with better outcomesfor children, including higher educationalachievement. Children growing up withparents who have not graduated fromhigh school have fewer socioeconomicadvantages. They are at greater risk of beingborn with a low birthweight, having health

problems, entering school not ready to learnand having poor educational outcomes.46More highly educated parents are betterable to provide their children with economicstability and security, which enhanceschild development. During the past severaldecades, parental education levels havesteadily increased.

Children in families wherethe household head lacks

a high school diploma

Children in single-parent

families

The percentage of children living insingle-parent families rose from 32 percentin 2008 to 35 percent in 2014, representingan increase of 2 million children.

At the state level, the percentage ofchildren living in single-parent familiesin 2014 ranged from a low of 19 percent inUtah, to a high of 47 percent in Louisianaand Mississippi.

Two-thirds (66 percent) of African-American children, more than half (53percent) of American Indian children and

42 percent of both Latino and multiracialchildren lived in single-parent families in2014. By comparison, 25 percent of non-Hispanic white children and 17 percent ofAsian and Pacific Islander children lived insingle-parent households.

In 2014, 14 percent of children lived inhouseholds headed by an adult without ahigh school diploma. While the indicatorimproved only slightly since 2008, therehas been substantial improvement since1990, when 22 percent of children lived withparents who lacked a high school diploma.47

In Vermont, only 4 percent of childrenlived in families not headed by a high schoolgraduate, the lowest rate in the country.At 23 percent, California had the highest.

More than one-third (34 percent) of

Latino children lived in households headedby someone without a high school diploma.That is more than two and a half timesthe rate for African-American children(13 percent) and nearly six times the ratefor non-Hispanic white children (6 percent).


MEDIAN FAMILY INCOME BY FAMILY HEAD'SEDUCATIONAL ATTAINMENT: 2014

SOURCE U.S. Census Bureau, 2014 American Community Survey,

1-year PUMS.

NOHIGH

SCHOOLDIPLOMA

$29,000

HIGHSCHOOL

DIPLOMAORGED

$47,500

ASSOCIATE

DEGREE

$64,500

BACHELOR'S

DEGREE

$100,800

GRADUATE

DEGREE

$126,100


37/56

FAMILY AND COMMUNITY FAMILY AND COMMUNITY


Concentrated poverty puts wholeneighborhoods at risk. High-povertyneighborhoods are much more likely thanmoderate- and upper-income communitiesto have worse health outcomes, higher crimerates and violence, inadequate schoolsand limited access to job opportunities.Concentrated neighborhood poverty

negatively affects all children living in thearea not only poor children, but also thosewho are economically better off.48High-poverty areas are defined here as censustracts where the poverty rates for the totalpopulation are 30 percent or more.

Teenage childbearing can have long-termnegative effects for both the mother and thenewborn. Teens are at higher risk of bearinglow-birthweight and preterm babies. And,their babies are far more likely to be borninto families with limited educational andeconomic resources, which function asbarriers to future success.50Children born

to teen mothers tend to have pooreracademic and behavioral outcomes and aremore likely to engage in sexual activity andbecome teen mothers themselves. Althoughcurrently at a historic low, the teen birthrate in the United States remains the highestamong all affluent countries.51

Teen births

Children living in

high-poverty areas

During the period from 2010 through 2014,14 percent of children lived in high-povertyareas nationwide, a total of 10.3 millionchildren. Between 1990 and 2000, thelikelihood that a child would grow up in anarea of concentrated poverty declined from11 percent to 9 percent.49The rate increasedover the next decade, with the biggestincreases occurring after the recession.

Variation among the states was wide:Only 1 percent of children in Wyoming livedin areas of concentrated poverty, while27 percent of Mississippis children lived in

high-poverty areas.

African-American (32 percent),American Indian (31 percent) and Latino(24 percent) children were much morelikely to live in high-poverty areas than theirmultiracial (12 percent), Asian and PacificIslander (8 percent) and non-HispanicWhite (5 percent) counterparts.

In 2014, there were 249,078 babiesborn to females ages 15 to 19. That translatesinto a birth rate of 24 births per 1,000 teens,which is less than half the rate in 1990, 60births per 1,000 teens.52

Among the states, the teen birth ratefor 2014 ranged from a low of 11 births per1,000 teens ages 15 to 19 in Massachusettsand New Hampshire, to a high of 40 birthsper 1,000 in Arkansas.

At 38 births per 1,000 15- to 19-year-oldgirls, the teen birth rate for Latinas was

the highest across major racial and ethnicgroups, followed closely by the rate forAfrican Americans (35 per 1,000). Althoughit remained high, the 2014 teen birth rate wasthe lowest rate on record for both groups.53


TEEN BIRTHS PER 1,000 FEMALES: 2008 AND 2014

SOURCE Centers for Disease Control and Prevention, National Center

for Health Statistics, 2008 and 2014 Vital Statistics.

National Average

African American

American Indian

Asian andPacific Islander

Hispanic

Non-Hispanic White

40

24

60

35

14

8

47

27

70

38

26

17

2008 2014


38/56


ENDNOTES

1. Scher, B. (2015, December 4).Bush vs. Obama on the economy,in 3 simple charts [updated].

Washington, DC: Campaign forAmericas Future. Retrieved fromhttps://ourfuture.org/20141208/bush-vs-obama-on-the-economy-in-3-simple-charts

2. Cha, A. E. (2016, April 28).een birth rate hits al l-time low,led by 50 percent decline amongHispanics and blacks. Chicagoribune. Retrieved from

www.chicagotribune.com/news/nationworld/ct-teen-birth-rate-all-time-low-20160428-story.html

3.Te Annie E. Casey Foundation,KIDS COUN Data Center.Children in poverty (100 percentpoverty)(able). Retrieved fromhttp://datacenter.kidscount.org/data/tables/43-children-in-poverty-100-percent-poverty?loc=1&loct=1#detailed/1/any/false/869,36,868,867,133/any/321,322

4. Te 2014 poverty data fora family of two adults and twochildren are from U.S. CensusBureaus official poverty measure:Poverty thresholds for 2014 by sizeof family and number of relatedchildren under 18 years(able).Retrieved fromwww.census.gov/

hhes/www/poverty/data/threshld

5. Gould, E., Cooke, ., & Kimball,W. (2015, August 26). What familiesneed to get by: EPIs 2015 FamilyBudget Calculator(Issue Brief No.403). Washington, DC: EconomicPolicy Institute. Retrievedfromwww.epi.org/publication/

what-families-need-to-get-by-epis-2015-family-budget-calculator

6. Te Annie E. Casey Foundation,KIDS COUN Data Center.Children below 200 percent poverty(able). Retrieved from http://datacenter.kidscount.org/data/tables/47-children-below-200-percent-

poverty?loc=1&loct=1#detailed/1/any/false/869,36,868,867,133/any/329,330

7.Te Annie E. Casey Foundation,KIDS COUN Data Center.

Children whose parents lack secureemployment(able). Retrieved fromhttp://datacenter.kidscount.org/data/tables/5043-children-whose-parents-lack-secure-employment?loc=1&loct=1#detailed/1/any/false/869,36,868,867,133/any/11452,11453

8. U.S. Department of Labor,Bureau of Labor Statistics. Laborforce statistics from the CurrentPopulation Survey: Of totalunemployed, percent unemployed27 weeks & over(able). RetrievedMay 7, 2016, from http://data.bls.gov/timeseries/LNS13025703

9. U.S. Department of Labor,

Bureau of Labor Statistics. Laborforce statistics from the CurrentPopulation Survey: Labor forceparticipation rate(able). RetrievedMay 7, 2016, from http://data.bls.gov/timeseries/LNS11300000

10. Cauthen, N. K., Case, A.,& Wilhelm, S. (2015, September).Promoting security in a 21st centurylabor market: Addressing intermittentunemployment in nonstandardwork. Washington, DC: FamilyValues @ Work. Retrieved fromhttp://familyvaluesatwork.org/wp-content/uploads/2015/05/nonstandard_work_final-1.pdf

11. National Employment LawProject. (2014, April). Te low-wagerecovery: Industry employment andwages four years into the recovery(Data Brief). New York, NY: Author.Retrieved fromwww.nelp.org/content/uploads/2015/03/Low-Wage-Recovery-Industry-Employment-Wages-2014-Report.pdf

12. Cauthen, N. K., Case, A., &Wilhelm, S. (2015, September).

13. Te Pew Charitable rusts.(2016, March 30). Householdexpenditures and income(IssueBrief). Retrieved fromwww.pewtrusts.org/en/research-and-analysis/issue-briefs/2016/03/

household-expenditures-and-income

14. Bivens, J., Gould, E., Mishel,L., & Shierholz, H. (2014, June 4).

Raising Americas pay: Why its ourcentral economic policy challenge(Briefing Paper No. 378).Washington, DC: EconomicPolicy Institute. Retrievedfromwww.epi.org/publication/raising-americas-pay

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April). Employment status of thecivilian noninstitutional population,1944 to date(able). Retrieved fromhttp://stats.bls.gov/cps/cpsaat01.pdf.And, U.S. Department of Labor,Bureau of Labor Statist ics. (2016,April). Labor force statistics from theCurrent Population Survey, unem-ployment rate(able). Retrievedfrom http://data.bls.gov/timeseries/LNS14000000

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26. For a summary of this literature,see Gershoff, E. ., Aber, J. L., &Raver, C. C. (2003). Child povertyin the U.S.: An evidence-basedconceptual framework for programsand policies. In R. M. Lerner,F. Jacobs, & D. Wertlieb (Eds.),Promoting positive child, adolescentand family development: A handbookof program and policy innovations

(pp. 81136). Tousand Oaks, CA:Sage Publications.

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