Hypothesis 1: Students from families that include both biological parents are likely to
exhibit greater academic achievement relative to students from non-
traditional family structures.
Hypothesis 2: Academic achievement scores for students who discuss school activities
with their parents will be higher than scores for students who do not
discuss school activities with their parents.
Hypothesis 3: Students from families where parental involvement includes checking up
on their homework will likely exhibit lower academic achievement scores
relative to those students whose parents do not check up on their
Hypothesis 4: After controlling for all other variables, family SES will emerge as the
variable having the largest effect on academic achievement.
This research replicates an earlier study, Effects of Parental Involvement and Family
Structure on the Academic Achievement of Adolescents, conducted by William H. Jeynes
in 2005. Data collected for Jeynes’ original study was taken from the first and second
follow-up years of National Education Longitudinal Study’s (NELS:88) collected in 1990
and 1992. Both waves of the longitudinal study were designed and implemented so as to
include large numbers of students attending high school during those years. Every effort