Parental Involvement as an Explanation of Mathematics and Reading Achievement in Kindergartners

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Title: Parental Involvement as an Explanation of Mathematics and Reading Achievement in Kindergartners
Author: Campbell, Bernice Virginia
Advisors: Dr. Paul Bitting, Committee Chair
Dr. Lance Fusarelli, Committee Member
Dr. Robert Serow, Committee Member
Dr. Lee Stiff, Committee Member
Abstract: The purpose of this study was to determine how well parent involvement, as a form of social capital, made up for familial differences in human (educational) and financial (income) capital thereby influencing reading and mathematics achievement scores. The sample consisted of 14952 kindergarten students from the Early Childhood Longitudinal Study Kindergarten Cohort of 1998. The research examined the effect of parent involvement on overall gains in mathematics and reading achievement scores. Using multiple regression analysis, level of parent involvement was found to have an influence on overall reading and mathematics gains, however the effect was weak. Predictor variables found to have an influence on overall reading gain were poverty level, gender, level of parent involvement, and SES. These variables explain 1.2% of the overall variance in reading gain scores. Predictor variables found to have an influence on overall mathematics gain were poverty level, child changed schools between rounds, level of parent involvement, and SES. These variables explain 1.3 % of the overall variance in mathematics gain scores.
Date: 2006-06-19
Degree: PhD
Discipline: Educational Research and Policy Analysis
URI: http://www.lib.ncsu.edu/resolver/1840.16/4082


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