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Family Structure, School Context, and Eighth-Grade Math and Reading Achievement
Journal of Marriage and Family
Vol. 59, No. 3 (Aug., 1997), pp. 734-746
Published by: National Council on Family Relations
Stable URL: http://www.jstor.org/stable/353957
Page Count: 13
You can always find the topics here!Topics: Parents, Children, Students, Family structure, Socioeconomic status, Mathematics, School age children, Academic achievement, Rural schools, Multilevel models
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Schools include growing proportions of students from single-parent families and stepfamilies, and this trend prompts the investigation of whether these families affect all students' achievement. Analysis of eighth-grade math and reading achievement scores shows that schools that are predominated by students from single-parent families and stepfamilies negatively affect their students' achievement, even after individual demographic characteristics and family background are controlled. This negative effect of single-parent families and stepfamilies is partly explained by the relatively low socioeconomic status of children in these schools. However, the negative effect of single-parent families and stepfamilies on school achievement can be countervailed when social relations among parents are strong.
Journal of Marriage and Family © 1997 National Council on Family Relations