The Usefulness of Social Capital Theory for Understanding the Academic Improvement of Young Children in Stepfamilies Over Two Points in Time

Abstract

Data from the nationally representative Early Childhood Longitudinal Survey, Kindergarten Class of 1998–1999 (ECLS–K) involving more than 300 children residing in stepfamilies from kindergarten through 5th grade were used to test the usefulness of social capital theory for understanding the academic improvement of young children over 2 points in time. For change scores in reading, the model explained 34% of the variance and for math, 33% of the variance. Findings are summarized in light of implications for stepparents, researchers, and policymakers.