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esses that have a greater effect on outcomes than the family roles and structures (Marsh, 1990).

The history of research regarding the effects of family structure on academic achievement in children began with the study of father absence and its effects. For example, in a 1973 review, the effects of father absence on juvenile delinquency, adjustment, and academic achievement were studied. Conclusions were that father absence in itself would not be a significant contributor to declines in academic achievement if other relevant variables such as SES and type of fatherlessness, were controlled for (Marsh, 1990)

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