Title page for ETD etd-11102005-141127
|Type of Document
||Addington, Duard G.
||Effects of parental involvement on mathematics achievement at eighth, tenth, and twelfth grades
||Educational Research and Evaluation
|Cross, Lawrence H.
|Wolfle, Lee M.
|Burton, John K.
|Fortune, Jimmie C.
|Fuller, Theodore D.
- parental involvement
|Date of Defense
Researchers, policy makers, and educators have
recently drawn attention to parental involvement as an
important predictor of mathematics achievement among U.S.
students. Despite evidence proclaiming parental
involvement's positive effect on younger students'
academic achievement, inconsistencies in sparse research
on older students seem the norm. The purpose of this
research is to examine the effects of parental
involvement on older children as they progress from
eighth to twelfth grade in a specific area of
achievement, mathematics achievement. Data from a large
nationally representative sample of students and their
parents who participated in the National Educational
Longitudinal Study of 1988 base-year, first follow-up,
and second follow-up were analyzed using latent
structural equations analyses. The results suggest that
parental involvement in students' academic lives is
indeed a powerful influence on student mathematics
achievement at eighth, tenth, and twelfth grade.
Findings also suggest that conscious efforts to improve
parent/child communication concerning school related
matters and increased efforts to communicate parental
aspirations for their child's future educational
attainment can act as a useful tool to help increase
mathematics achievement at the secondary school level.
|| Approximate Download Time
| 28.8 Modem
|| 56K Modem
|| ISDN (64 Kb)
|| ISDN (128 Kb)
|| Higher-speed Access
next to an author's name indicates that all
files or directories associated with their ETD
are accessible from the Virginia Tech campus network only.
If you have questions or technical
problems, please Contact DLA.