Reply to Allen et al.
- Michael J. Rosenfeld
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Allen et al.’s results depend on their inclusion of children whose family at the time of their grade retention is unknown, plus adopted and foster children whose selection process into families is unknown. Children whose family has been through upheavals or transitions are less likely to make good progress in school than children from stable families. Children raised by stable same-sex couples do remarkably well in school.
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- Reply to Allen et al.
Volume 50, Issue 3 , pp 963-969
- Cover Date
- Print ISSN
- Online ISSN
- Springer US
- Additional Links
- Family structure
- Grade retention
- Same-sex couples
- Author Affiliations
- 1. Department of Sociology, Stanford University, 450 Serra Mall, Building 120, Stanford, CA, 94305, USA