Discussion: Both the substantial benefits of living with their fathers for children’s schooling and the limited importance of maternal orphanhood conflict with the results of most studies in this issue, including those of other research in the same part of South Africa. Although absence of the father was associated with household poverty, this was not why it was associated with falling behind at school. In contrast, both paternal orphanhood and belonging to a different household from one’s father resulted in slower progress at school. Results: Co-residence with a well-educated mother benefited children’s schooling, but the fixed-effects models provide no evidence that maternal orphanhood or living apart from their mother adversely affected children’s schooling. We studied the determinants of the proportion of these children who had completed 2+ grades fewer than expected for their year of birth using both household fixed-effects models and difference-in-difference models fitted to children reported on twice. The 19 waves of fieldwork collected 5477 reports on children aged 8–20 years. Methods: The KwaZulu-Natal Income Dynamics Study is a panel of households first interviewed in 1993. Objective: To examine the progress in their schooling of maternal and paternal orphans in a province of South Africa with high AIDS mortality and contrast it with that of both children who lived in different households from their parents and children who resided with their parents.
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