ABSTRACT
The bulk of evidence supporting an effect of divorce upon academic achievement is quite vast. Studies on the effect of divorce on academic achievement almost always fall into one of three categories, in terms of their results: (1) those studies that show a statistically significant effect favoring intact families over children from one-parent homes; (2) studies that show a statistically insignificant advantage favoring children from intact families; and (3) studies that show no statistically significant effect between children according to family structure. Studies with results different from these three categories are extremely rare. Gilner’s (1988) meta-analysis, for example, found only one study favoring one-parent families over two-parent families. Studies finding even insignificant results favoring children from one-parent families are also very rare (Gilner, 1988).
