Abstract
This research investigates the intergenerational educational advancement of internal migrants residing in Almaty, focusing on family structure and gender factors. By employing quantitative methodologies, including regression analysis, the study assesses the academic progress of migrants who have relocated to urban centers, particularly Almaty. The results indicate a substantial upward trend in educational mobility, particularly for children from intact families. Gender dynamics are found to play a crucial role, with fathers having a significant impact on their sons' educational outcomes and mothers influencing their daughters'. The regression analysis further highlights the differential effects of parental education levels on their children's educational attainment, emphasizing the vital role of parental involvement. The findings underscore the importance of educational policies that address both gender and family structures to improve educational mobility. Such policies are essential for the sustainable development of human capital, ensuring that both boys and girls from diverse family backgrounds can achieve their educational potential. This study contributes to a broader understanding of how family and gender affect educational success among internal migrants, providing valuable insights for social programms aiming to create equitable educational opportunities. Key words: intergenerational mobility, internal migration, education, gender, family structure.