Do Increased Levels of Parental Involvement Account for Social Class Differences in Track Placement?
Determine whether increased levels of school involvement among socially advantaged parents account for their children's advantage in track placement.
Journal Name or Institutional Affiliation:
Social Science Research
Vol. 33, No. 4, pp. 626-659
- Involvement of parents of higher social class does not appears to contribute much to the advantage their children have in being placed into more academic math sequences.
- General expectations about educational attainment had a strong positive effect, as did specific expectations about placement in the college and vocational tracks.
- Social class operates regardless of the level of student achievement, though the effects on math sequence placement are slightly stronger for students attempting to make the transition out of the lowest math sequence.
- Part of social class advantage exists because higher social class students attend schools with more academic course offerings and enrollment.
- Parent-school relationship in the form of direct involvement has little impact on track placement in High School.
Journal Article Empirical Research
Academic Achievement, Expectations, High School, Math, Parents, SES, Tracking
Method of Analysis:
Unit of Analysis:
Educator, Parent, Student
- Data from National Educational Longitudinal Survey (NELS88), which began collecting data on 8th graders during 1987-1988 school year. Students were subsequently followed up as tenth graders and as seniors.
- Used data from the student, school administrator, and parent surveys in 1988, as well as student and school administrator survey in 1990, plus the transcript file.
- 16,489 of the sophomore panel were selected to participate in the transcript study, but only 14,283 actually participated.
- DV: Sophomore year track placement (Math Sequence)
- IV: Others subjects grades, race, gender, parent's education, marital status of parent, prior track placement in math class taken in 8th grade.
- Some school level variables such as: academic climate of the school & Measures of parental involvement & Measures of expectations.
- Data from High Schools and Beyond (hopes to achieve expectations)
- Analyze math placement
- Effects of social class, achievement, parental involvement, students expectations on math sequence placement.