School Progress Among Children of Same-Sex Couples
Caleb S. Watkins ()
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Caleb S. Watkins: University of Tennessee at Chattanooga
Demography, 2018, vol. 55, issue 3, 799-821
Abstract This study uses logit regressions on a pooled sample of children from the 2012, 2013, and 2014 American Community Survey to perform a nationally representative analysis of school progress for a large sample of 4,430 children who reside with same-sex couples. Odds ratios from regressions that compare children between different-sex married couples and same-sex couples fail to show significant differences in normal school progress between households across a variety of sample compositions. Likewise, marginal effects from regressions that compare children with similar family dynamics between different-sex married couples and same-sex couples fail to predict significantly higher probabilities of grade retention for children of same-sex couples. Significantly lower grade retention rates are sometimes predicted for children of same-sex couples than for different-sex married couples, but these differences are sensitive to sample exclusions and do not indicate causal benefits to same-sex parenting.
Keywords: Same-sex parents; Academic achievement; Family dynamics (search for similar items in EconPapers)
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