03), 51% female, located in four preschools were assessed using three instruments: the Peabody Picture Vocabulary Test PPVT-3 (Dunn & Dunn, 1997) to identify receptive vocabulary levels; the Hundred Picture Naming Test (Fisher & Glenister, 1992) to identify expressive vocabulary levels; and The Rowe and Rowe Behavioural Rating Inventory (1997) to ascertain preschoolers' behaviour, using teacher ratings in the domains of antisocial behaviour, poor attention, and restlessness.
Our analyses included four individual characteristics: cognitive ability at Wave 1, as measured by the modified Peabody Picture Vocabulary Test (PVT), on which the national average score is 100; (50) receipt of both pregnancy and AIDS education in school by Wave 1 (no information about timing or content was available); substance use (five-item summative index capturing whether the teenager ever smoked, chewed tobacco, used marijuana, drank alcohol or used hard drugs); and educational aspirations, a measure of how much the respondent wanted to go to college (scale of 0-4, with higher scores indicating greater aspirations).
The assessment consists of the Peabody Picture Vocabulary Test (PPVT), the Sylvan Learning Center Reading Diagnostic Test (SLCRDT), the Gray Oral Reading Test (GORT), and the California Achievement Test (CAT).
For this we use either the Peabody Picture Vocabulary Test (PPVT) or the Kaufman Brief Intelligence Test (K-BIT) to gain an idea of how much academic effort the child must put into studying.
