The results of this study are consistent with the findings in the original study and
lend credence to the ideas that intact family structure and certain types of parental
involvement have positive effects on academic achievement. Moreover, the consistency
in scores may indicate that living with both biological parents — even in cases where
divorce is the eventual outcome — is associated with higher test scores in comparison to
situations where the parents are never married. Regarding specific elements of parental
involvement, parents checking-up on their students’ academic activities is associated with
statistically significant, negative effects. On the other hand, parents who discuss school
classes, activities, and things studied, and parents who attend school related events and
activities are associated with statistically significant, positive effects on academic
achievement. The largest positive effect on academic achievement is associated with
socioeconomic status (SES).
, Committee Chair
Randall MacIntosh, Ph.D.