Parental Divorce and Students’ Performance: Evidence from Longitudinal Data*
Anna Sanz‐ de‐Galdeano and
Daniela Vuri ()
Authors registered in the RePEc Author Service: Anna Sanz-de-Galdeano
Oxford Bulletin of Economics and Statistics, 2007, vol. 69, issue 3, 321-338
In this article, we analysed data from the National Education Longitudinal Study to investigate whether experiencing parental divorce during adolescence had an adverse impact on students’ performance on standardized tests. To account for the potential endogeneity of parental divorce we employed double and triple difference models that rely on observing teenagers from intact and divorced backgrounds before and after the divorce occurs. We found that parental divorce does not negatively affect teenagers’ cognitive skills. Our results also suggest that cross‐sectional estimates overstate the detrimental effect of parental divorce.
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