It has long been established, since the deeply important 1966 Coleman Report on childhood education in America, that family form and parents’ levels of involvement in raising their children are paramount in boosting child well-being and thriving. As the Coleman Report found and explained, “Studies of school achievement have consistently shown that variations in family background account for far more variation in school achievement than do variations in school characteristics.”
More recently, scholars have found the same thing. William Jeynes, professor of education at California State University – Long Beach, explains from his own research that the educational achievement gap between white, African American and Latino students “totally disappeared” when minority students have a vibrant personal faith and come from a married home where the child is biologically related to mother and father. He explains this is true even after adjusting forindividual socioeconomic status.
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