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PARENTAL INVOLVMENT, FAMILY STRUCTURE, AND ACADEMIC ACHIEVEMENT - page 40 / 102

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is being made to update Jeynes’ original 2005 study with fidelity to the intent of the

original study and the variables included in that study. The variables included in both

studies and each successive follow-up wave are designed to be consistent from year-to-

year so as to facilitate longitudinal comparisons. While there are methodological

differences between this study and the original, these alterations are not included to

change the intent or outcome of the study, but rather to clarify and suggest a better

understanding of the complicated relationship between the variables included in the

original study — an understanding which came to light during this research. This study

will utilize the base year and first follow-up wave of a newer data set — the 2002

Educational Longitudinal Study (ELS2002). As discussed in the literature, both studies,

NELS:88 and ELS: 2002, were conducted by the United States Department of Education

and the National Center for Education Statistics (NCES). According to the study

documentation:

Data collected in ELS:2002 used a two-stage sample selection process. First, a national sample of schools was selected using stratified probability proportional Sample: to size (PPS), and school contacting resulted in 1,221 eligible public, Catholic, and other private schools from a population of approximately 27,000 schools containing 10th grade students. Of the eligible schools 752 participated in the study. In the second stage of sample selection, a sample of approximately 26 sophomores, from within each of the participating public and private schools was selected. Each school was asked to provide a list of 10th grade students, and quality assurance (QA) checks were performed on each list that was received. A stratified systematic sample of students was selected on a flow basis as student lists were received. The strata were Hispanic, Asian, Black, and Other race/ethnicity. The total expected student sample size of approximately 20,000 (approximately 800 x 25) was expanded to select additional Hispanic (if necessary) and Asian students in order to estimate subpopulation parameters within precision requirements. The general purpose of the weighting scheme was to compensate for unequal probabilities of selection of schools and students into the base (ELS 2002).

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