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This paper examines the effects of family composition on performance in math and literacy tests in primary education in Latin America. Multi-level models are used to analyze the results of both tests and the answers in a questionnaire, applied by means of the Second Comparative and Explanatory regional Study (SERCE) to 89,588 sixth grade students. It seeks to investigate the variations between countries and between schools, and their interactions with the socioeconomic and academic level of the student, the school, and the country. It is observed that in most countries a significant gap exists between the educational achievements of students from two-parent families and those from single-parent families or who are orphans. However, this gap narrows or disappears when it is controlled by socioeconomic level. A number of methodological conclusions are inferred.

Estructura familiar, tamaño de la familia y el rendimiento en matemática y lectura: análisis comparativo entre países de América Latina