Research showing problems with homosexual parenting continues to grow with the release of a study showing that the children of heterosexual couples are more likely to progress in primary school than children from a same-sex household.
The study, "Nontraditional Families and Childhood Progress Through School: A Comment on Rosenfeld", is a re-examination of a study by Michael J. Rosenfeld of Stanford University’s Department of Sociologypublished in 2010. The new study, led by Douglas W Allen, and published by the academic journal Demography, found that the children from a heterosexual household are “35 percent more likely to make typical school progress”.
Rosenfeld's study, based on data from 1.6 million children in the 2000 United States Census, claimed that children raised in sex-same households progressed just as well as other children when differences in the socio-economic status are considered. It seems this study limited itself in two ways that did not take into account “the full family experiences of all children”.
The new study found:
When the sample consisted of only biological children, regardless of residential stability, children in married heterosexual households were 25.8 percent more likely to make typical school progress than peers raised in same-sex households;
When the sample consisted only of children who stayed in the same residence for five or more years, regardless of their biological status, children in married heterosexual households were 29.5 percent more likely to make typical school progress than peers in same-sex households;
Even when adopted children are excluded from the residentially stable sample (taking into consideration that children adopted by married heterosexual couples may be different from those adopted by same-sex couples), children in married heterosexual households were still 24 percent more likely to make typical progress in school; and
When the sample consisted of all children, regardless of their biological status or residential stability, children in married heterosexual households were 35.4 percent more likely to make normal progress in school than peers in same-sex households.
In short, the new study sought to compare like with like by comparing only children who were nearly identical in relation to “disability status, race, income, education, birthplace, metropolitan status, private-school attendance, and state residence”.
A blogger at The Foundry website at www.heritage.com, Christine Kim, concluded from the findings:
"Consistent with previous research, these findings suggest that when considering how children’s family environment influences their outcomes, it is important to look at both family structure and stability.
Together, the pair of studies underlines the complex dynamics between children’s family situations and their well-being, as well as the difficulty of analysing that relationship even with sophisticated research methods and data. The studies also underscore the necessity for policymakers to weigh the full accumulating research evidence in their decision-making."