Does Family Policy Environment Moderate the Effect of Single-Parenthood on Children’s Academic Achievement? A Study of 14 European Countries

Datos Bibliográficos

ID7842016
AutoresGillian Hampden‐thompson (0000-0002-4882-4565, American Institutes for Research), Gillian Hampden-Thompson (American Institutes for Research, 1990 K Street, NW, Suite 500, Washington, DC 20006 USA), Suet‐ling Pong (Pennsylvania State University), Suet-Ling Pong (Department of Education, Policy Studies, The Pennsylvania State University, University Park, PA 16802 USA)
Año2005
Volumen36
Número2
Páginas227-248
Fecha de publicación2005-05-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Comparative Family Studies (JOURNAL)
Identificadores de la revistaISSN: 0047-2328 • E-ISSN: 1929-9850
EditorialUniversity of Toronto Press Inc. (UTPress) (PUBLISHER)
DOI10.3138/jcfs.36.2.227
OpenAlexW73525749
IdiomaEN
Citas recibidas32
Referencias citadas28

This paper examines whether national family and welfare policies reduce or exacerbate the effects of single-parenthood on a child’s educational achievement. Using the Third International Math and Science Study (TIMSS), we compare 5 th grade students from English single-parent families with their counterparts from 13 other European countries. The analysis results suggest that the achievement gap between students from two-parent and single-parent families is far greater in England than it is in all other countries, with the exception of Scotland. The evidence provided in this study suggests that a nation’s family policy environment plays an important role in moderating the influence of single-parenthood on children’s academic achievement

Academic achievement · Demographic economics · Developmental psychology · Economics · Political science · Single mothers · Single parent · Welfare · Family Dynamics and Relationships · Gender, Labor, and Family Dynamics · Psychology · Social Policy and Reform Studies · Social Psychology