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The Effects of Parental Age and Sibling Configurations on Family Environment and Academic Achievement of Children

In this study, we draw from the literature on sibling configurations and parental age to investigate the effects of these factors on the academic achievement of children. The study investigates the effects of maternal age at first birth, maternal age when the respondent was born, and father's age when the respondent was born on ACT scores, grade point averages over three years, and whether or not the parents are providing financial aid to their students. We examine the effects of sibship size, ordinal position, and gender composition of the sibship on these same variables. The study also investigates the extent to which the relationship between parental age and academic outcomes is linear. The relationship of sibship size, ordinal position, and gender composition on the quality of relationships with parents is investigated. Using a sample of freshmen at a mid-western university, we find consistent positive effects of parental age on high school and early college achievement, as well as consistent negative birth order effects on achievement at the high school level. Students with older parents and fewer older siblings consistently performed better. Sibship size and the proportion of females in the sibship had no effect on academic outcomes. Using self-reported data from children on a childhood measure of parental support and interaction and quality of relationships with parents during late adolescence, we also investigate the impact of parental age at birth, and sibling characteristics on childhood and adolescent family environment. Ordinal position had a significant positive effect on the quality of relationships with parents during adolescence, and sibship size had a significant negative effect. We find a curvilinear effect for paternal age on childhood support and parental involvement, but not for academic achievement or quality of relationships with parents in late adolescence. Parental education had a positive significant impact on childhood support and involvement. Children from larger sibships and who were later born children were less likely to receive financial aid from their parents. The results are discussed as they relate to the literature on parental age and sibling configurations, and in terms of their implications for student retention and success.