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dc.contributor.advisorWright, David W.
dc.contributor.authorPlickert, Gabriele
dc.date.accessioned2022-06-21T14:00:02Z
dc.date.available2022-06-21T14:00:02Z
dc.date.issued1997-05
dc.identifier.urihttps://soar.wichita.edu/handle/10057/23474
dc.descriptionThesis (M.A.)-- Wichita State University, College of Liberal Arts and Sciences, Dept. of Sociology
dc.description.abstractThis thesis studies the effects of parental involvement and home resources on students' standardized test scores. The National Educatipnal Longitudinal Study (NELS:88) has been employed using a holistic approach that includes structural and individual level factors which capture greater multidimensionality and provide for larger sample sizes (24,674), making it possible to control for several sub-groups. The findings indicate postive effects for the impact of parental involvement and home resources on students' academic success. However, parents' socioeconomic status has been identified as a major influential factor for students' academic achievement. Along with socioeconomic status, family size related to academic success was not supported. Since social status is the most important factor, family size, family structure, as well as home resources became less important when controlling for social class. In conclusion, the findings give a more holistic view about parental involvement factors which underlie certain entities that are related to social and economical issues.
dc.format.extentvi, 56 pages
dc.language.isoen_US
dc.publisherWichita State University
dc.rightsWichita State University
dc.subject.lcshElectronic dissertations
dc.titleThe effects of parental involvement and home resources on student standardized test scores
dc.typeThesis


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