Led by the Centre for Longitudinal Studies at the Institute of Education, it was funded by the Economic and Social Research Council and government departments. The study also allowed researchers to make comparisons in rates of development between children of different sexes and from different economic backgrounds. The study tracked children until the age of 11 and has provide an insight into how differences in early socialisation affect child development in terms of health and educational outcomes. One recent example of a Longitudinal study is the Millennium Cohort Study, which stretched from 2000 to 2011, with an initial sample of 19 000 children. One of the biggest problems with Longitudinal Studies is the attrition rate, or the subject dropout rate over time.
With a longitudinal study you might start with an original sample of respondents in one particular year (say the year 2000) and then go back to them every year, every five years, or every ten years, aiming to collect data from the same people. This post provides one example of a longitudinal study and explores some the strengths and limitations of this research method.
Longitudinal Studies are studies in which data is collected at specific intervals over a long period of time in order to measure changes over time.
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