The role of family configuration, income, and gender in the academic achievement of young self-care children

Two hundred and thirty nine self-care children from grades three to five were selected from eight different sites to investigate the effects of family configuration, income, and gender on academic achievement as measured by the Reading, Language, and Math subscales of the California Achievement Test. The data indicated that girls scored higher than boys on reading in grade 4 but this gender difference disappeared with increased schooling. Family income was not found a statistically significant factor in explaining differences in achievement. Family configuration did not affect achievement of the third graders, but children of single parents scored lower on the Reading and Language subscales in the fourth grade. In the 5th grade, boys of two-parent families outperformed boys of single parents on all three subscales. The fifth-grade girls showed no difference in achievement as a result of family configuration. Stress in the family and inadequate attention to academic matters were considered possible reasons of poor achievement among children of single parents. The need for affordable quality programs for after-school care has been emphasized.