Household composition and school performance
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Universidade Federal de Minas Gerais
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Most children no longer spend their entire childhood in a family with both biological parents. It is believed that children from divorced couples and living in single-parent families tend to perform worth at school than children living in the so called intact two biological parents families, even after controlling for parental characteristics. I compared school performance in the fourth grade (or fifth year) in Brazil of children living in six different household arrangements. The highest values for school performance were observed for households with both biological parents, although differences for households with mother and a social father were not large. Values for households with a mother showed intermediate results. The three household compositions without a mother - father and a social mother, father, only or with other individuals, and other arrangements without a father or a mother - had smaller values for school performance than others. These observed differences in school performance were mostly explained by observable heterogeneity in school inputs, location, household economic and learning resources and household’s interactions. The non-observable differences between households were sizable only for those with father and a social mother and father only, suggesting mechanisms not captured by the controls of the econometric models.
Abstract
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Brasil, Famílias, Rendimento escolar
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Brazil, Household composition, School performance
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https://iussp.confex.com/iussp/ipc2017/meetingapp.cgi/Paper/3429