most of the corresponding regression coefficients, in comparison to those found using the
No-SES Model,” that does not mean that SES was not “working” in the No-SES Model.
In actuality, the No-SES Model is simply misspecified. This fact becomes even more
significant in light of the above discussion which clearly demonstrates that SES, family
structure, and parental involvement are closely related both in discussion and in the ways
that they interact in the lives of parents and students.