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Reply to Allen et al

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  • Michael Rosenfeld

Abstract

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. Copyright Population Association of America 2013

Suggested Citation

  • Michael Rosenfeld, 2013. "Reply to Allen et al," Demography, Springer;Population Association of America (PAA), vol. 50(3), pages 963-969, June.
    • Handle: RePEc:spr:demogr:v:50:y:2013:i:3:p:963-969
    DOI: 10.1007/s13524-012-0170-4
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    1. Michael Rosenfeld, 2010. "Nontraditional families and childhood progress through school," Demography, Springer;Population Association of America (PAA), vol. 47(3), pages 755-775, August.
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    Cited by:

    1. Diederik Boertien & Fabrizio Bernardi, 2019. "Same-Sex Parents and Children’s School Progress: An Association That Disappeared Over Time," Demography, Springer;Population Association of America (PAA), vol. 56(2), pages 477-501, April.
    2. Wendy Manning & Marshal Fettro & Esther Lamidi, 2014. "Child Well-Being in Same-Sex Parent Families: Review of Research Prepared for American Sociological Association Amicus Brief," Population Research and Policy Review, Springer;Southern Demographic Association (SDA), vol. 33(4), pages 485-502, August.

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