Family policy, family structure, and children’s educational achievement

• Published in: Social science research 2013-05, Vol.42 (3), p.804-817
• Main Author: Hampden-Thompson, Gillian
• Format: Article
• Language: English
• Subjects: Academic Achievement; Children; Children & youth; Comparative; Correlation analysis; Educational achievement; Educational Attainment; Families & family life; Family; Family Policy; Family Size; Family structure; Level of education; Linear Analysis; Literacy; Low Income Groups; Mothers; PISA; Single Parent Family; Single parents; Single-mother families; Social policy; Students
• ISSN: 0049-089X; 1096-0317
• DOI: 10.1016/j.ssresearch.2013.01.005

► The interface between policy, the family, and educational outcomes is explored. ► Literacy scores for students vary by family structure. ► Students in single-mother homes fare worst than those in two-parent homes. ► Economic resources are a key moderator. ► Literacy gaps narrow in countries that favor low-income single-parent families. This study explored the interface between policy, the family, and educational outcomes. More specifically, this research examined how the association between single motherhood and children’s literacy achievement is affected by a country’s family policy environment. Using data from the Program for International Student Assessment (PISA) and national level comparative policy data, the results from the 2-level hierarchical linear models indicate that in those countries that have policies that favor low-income single-parent families, the literacy gap decreases in size between students who reside in single-mother households and their counterparts who reside in two-parent families.