![]() In this new IFS research brief, I examine data from a recent federal survey to explore the link between students’ family living arrangements and three key indicators of student performance and adjustment in elementary and secondary schools across the United States. 6 IFS studies of trends in Arizona, Florida, and Ohio indicate that school districts tend to be more successful and safer when more of their families are headed by married parents. Department of Education (the ECLS-K) demonstrated the impact that family transitions, such as parental divorce and remarriage, have on students’ task persistence and eagerness to learn, emotional distress, and misbehavior resulting in school disciplinary actions such as suspension. 5 My own analysis of data from a longitudinal study conducted by the U.S. 4īeginning with the 1966 Coleman Report, a long line of studies have found that students from intact, married families do better in school than those from disrupted or unmarried families. 3 One of the strengths of immigrant families with children is that they are more likely to be intact than families formed by native-born U.S. And they are more likely to get the attention, affection, and direction they need to thrive in school when they come from an intact, married family. Students’ performance and conduct in school are also affected by the emotional support, intellectual stimulation, guidance, and discipline they receive at home. Given the greater educational opportunities and resources here, the children of immigrants often do better and go farther in school than their parents did. with native talent and high aspirations but relatively little education because of the limited access to schooling they had in their home countries. ![]() This is shown by the many immigrants who have come to the U.S. 2Įducational opportunity and access to adequate schools matter as well, of course. 1 Part of the association is hereditary: among adopted or stepchildren, the students’ achievement is more closely linked to that of their birth parents than of their adoptive or stepparents. ![]() As we have shown in a previous IFS research brief, the educational attainment of a child’s birth mother and biological father are strongly associated with the child’s tested achievement in 8th grade and beyond. Students who do well in school tend to have parents who did well and went far with their own schooling. ![]()
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