Abstract
In recent years, parental involvement has become the focus of attention for many researchers interested in investigating factors that influence academic achievement. While there are many possible reasons for this continued interest, it is important to continuously re-evaluate the factors that influence academic progress as a means of reducing social inequality and narrowing the gap between rich and poor. In addition, family structure and the factors that inhibit or enhance parental involvement are undergoing constant change. The purpose of this study is to replicate an earlier study, Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents (Jeynes, 2005), that found that many types of parental involvement are positively correlated with the child’s academic achievement. Sources of Data In addition to a substantial review of the current literature on the subject of parental involvement, family structure, and academic achievement, the main sources of data used in the development and production of this thesis are the National Education Longitudinal Study 1988-2000, and the Education Longitudinal Study 2002-2004. Conclusions Reached The results of this study are consistent with the findings in the original study and lend credence to the ideas that intact family structure and certain types of parental involvement have positive effects on academic achievement. Moreover, the consistency in scores may indicate that living with both biological parents — even in cases where divorce is the eventual outcome — is associated with higher test scores in comparison to situations where the parents are never married. Regarding specific elements of parental involvement, parents checking-up on their students’ academic activities is associated with statistically significant, negative effects. On the other hand, parents who discuss school classes, activities, and things studied, and parents who attend school related events and activities are associated with statistically significant, positive effects on academic achievement. The largest positive effect on academic achievement is associated with socioeconomic status (SES).