| Summary: | Although education in Mexico has seen considerable progress over the past fifty yeas, Mexican children continue to be plagued by unequal opportunities. Using data from Enadid 1992, this article examines the differences in the likelihood of completing elementary school and subsequent drop-out rates among Mexican children ages 13 to 16. The analysis focuses on the differences by type of family structure (traditional nuclear, single-parent nuclear family, extended, and female or male-headed households), by gender and by the presence of other children in the home. The principal results show that-even after controlling for socio-economic factors-the type of family structure influences children's academic performance and that the effect is not the same for boys and girls.
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