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Research in the U.S. and much of the developed world suggests that children in intact, twoparenthouseholds typically do better on educational outcomes than do children in singleparentand step-family households. While studies in the developed world generally indicatethat family structure influences educational outcomes, less is known about whetherchildren living with their two biological parents in the developing world have bettereducational outcomes, all things being equal, than children in step- or single-parentfamilies, or children living in households without a biological parent. This is an importantgap in the literature because step- and single-parent families are becoming more commonin much of the developing world. Using data drawn from Demographic and Health Surveysin six countries (Colombia, Egypt, India, Kenya, Nigeria, & Peru) and from the ContinuousHousehold Survey in Uruguay, we find that secondary-school-age children are more likelyto participate in schooling if they live with at least one biological parent. Moreover,children in Colombia and Uruguay are also more likely to be enrolled in school if they livewith two parents.

Making the Grade: Family Structure and Children’s Educational Participation in Colombia, Egypt, India, Kenya, Nigeria, Peru & Uruguay